UC-NRLF 


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ARLY 

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'«^%»' 


THE 
'E4RLYCAVE-MEN- 


anD  Social  ^ijStort  Aeries 

By  KATHARINE  ELIZABETH  DOPP,  Ph.  D. 
n    of  The   University  of  Chicago.     AT 
Industries  in  Elementary  Education'1 


The  Extension  Division   of  The   University  of  Chicago.     Author  of  "The  Place  of 
~  yd  us  trie 


Book  I.     THE  TREE-DWELLERS.     THE  AGE  OF  FEAR. 

Illustrated  with  a  map,  14  full-page  and  46  text  drawings  in  half-tone  by 
HOWARD  V.  BROWN.     Cloth.     Square  I2mo.     158  pages  ;  45  cents. 
for  the  primary  grades. 

Book  II.  THE  EARLY  CAVE-MEN.  THE  AGE  OF  COMBAT. 

Illustrated  with  a  map,  17  full-page  and  68  text  drawings  in  half-tone 
by  HOWARD  V.  BROWN.     Cloth.     Square  12 mo.     183  pages  ;  45  cents. 
For  the  primary  grades. 

Book  III.    THE  LATER  CAVE-MEN.    THE  AGE  OF  THE  CHASE. 
Illustrated  with  27  full-page  and  87  text  drawings  in  half-tone  by  HOWARD 
V.  BROWN.     Cloth.     Square  i2mo.     197  pages  ;  45  cents. 
For  the  primary  grades. 

Book  IV.     THE  EARLY  SEA  PEOPLE.     FIRST  STEPS  IN  THE  CON- 
QUEST OF  THE  WATERS.     Illustrated  with  21  full-page  and  no  text 
drawings  in  half-tone  by  HOWARD  V.  BROWN  and  KYOHEI  INUKAI.     Cloth. 
Square  i2mo.     224  pages;  50  cents. 
For  the  intermediate  grades. 

Other  volumes,  dealing  with  the  early  development  of  pastoral  and 

agricultural  life*  the  age  of  metals,  travel,  trade, 

and  transportation,  will  follow. 


TIRE    CDUfSTR 


A  map  of  the  Cave-men's  country,  showing  the  relative  Position  of  the 
geographical  features  referred  to  in  this  book 


c 


THE 
IT  CAVE-MEN 


K/UH4RINE  EUftBHtl  DOPP 

i '    v 

Zectarerin  Education. 

In  tlieExlension  Division  of  the 

University  of  Chicago 


R4ND 


COMPANY 


NEW  YORK 


i  I  tf£ 

c,'. 


Copyright,  1904 

By  KATHARINE  ELIZABETH  DOPP 
Entered  at  Stationer?  Halt 


foattfr  - 


Chicago 


TO 

Ian, 


I  DEDICATE  THIS  BOOK 


285588 


I^HE  series,  of  which  this  is  the  second  volume,  is  an  attempt 
to  meet  a  need  that  has  been  felt  for  several  years  by  par- 
ents and  physicians,  as  well  as  by  teachers,  supervisors,  and 
others  who  are  actively  interested  in  educational  and  social  prog- 
ress. The  need  of  practical  activity,  which  for  long  ages  consti- 
tuted the  entire  education  of  mankind,  is  at  last  recognized  by  the 
elementary  school.  It  has  been  introduced  in  many  places  and 
already  results  have  been  attained  which  demonstrate  that  it  is 
possible  to  introduce  practical  activity  in  such  a  way  as  to  afford 
the  child  a  sound  development  —  physically,  intellectually,  and 
morally  —  and  at  the  same  time  equip  him  for  efficient  social 
service.  The  question  that  is  perplexing  educators  at  the  present 
time  is,  therefore,  not  one  regarding  the  value  of  practical  activity, 
but  rather  one  of  ways  and  means  by  which  practical  activity  can 
be  harnessed  to  the  educational  work. 

The  discovery  of  the  fact  that  steam  is  a  force  that  can  do 
work  had  to  await  the  invention  of  machinery  by  means  of  which 
to  apply  the  new  force  to  industrial  processes.  The  use  of  prac- 
tical activity  will  likewise  necessitate  many  changes  in  the  educa- 
tional machinery  before  its  richest  results  are  realized.  Yet  the 
conditions  that  attend  the  introduction  of  practical  activity  as  a 
motive  power  in  education  are  very  different  from  those  that 
attended  the  introduction  of  the  use  of  steam.  In  the  case  of 
steam  the  problem  was  that  of  applying  a  new  force  to  an  old 
work.  In  the  case  of  practical  activity  it  is  a  question  of  restoring 
a  factor  which,  from  the  earliest  times  until  within  the  last  two  or 
three  decades,  has  operated  as  a  permanent  educational  force. 

The  situation  that  has  recently  deprived  the  child  of  the  oppor- 

m 


Preface  9 

tunity  to  participate  in  industrial  processes  is  due,  as  is  well 
known,  to  the  rapid  development  of  our  industrial  system.  Since 
the  removal  of  industrial  processes  from  the  home  the  public  has 
awakened  to  the  fact  that  the  child  is  being  deprived  of  one  of  the 
most  potent  educational  influences,  and  efforts  have  already  been 
made  to  restore  the  educational  factor  that  was  in  danger  of  being 
lost.  This  is  the  significance  of  the  educational  movement  at  the 
present  time. 

As  long  as  a  simple  organization  of  society  prevailed,  the  school 
was  not  called  upon  to  take  up  the  practical  work  ;  but  now  society 
has  become  so  complex  that  the  use  of  practical  activity  is  abso- 
lutely essential.  Society  to-day  makes  a  greater  demand  than  ever 
before  upon  each  and  all  of  its  members  for  special  skill  and  knowl- 
edge, as  well  as  for  breadth  of  view.  These  demands  can  be  met 
only  by  such  an  improvement  in  educational  facilities  as  corres- 
ponds to  the  increase  in  the  social  demand.  Evidently  the  school 
must  lay  hold  of  all  of  the  educational  forces  within  its  reach. 

In  the  transitional  movement  it  is  not  strange  that  new  factors 
are  being  introduced  without  relation  to  the  educational  process 
as  a  whole.  The  isolation  of  manual  training,  sewing,  and  cooking 
from  the  physical,  natural,  and  social  sciences  is  justifiable  only 
on  the  ground  that  the  means  of  establishing  more  organic  rela- 
tions are  not  yet  available.  To  continue  such  isolated  activities 
after  a  way  is  found  of  harnessing  them  to  the  educational  work 
is  as  foolish  as  to  allow  steam  to  expend  itself  in  moving  a  loco- 
motive up  and  down  the  tracks  without  regard  to  the  destiny  of 
the  detached  train. 

This  series  is  an  attempt  to  facilitate  the  transitional  movement 
in  education  which  is  now  taking  place  by  presenting  educative 
materials  in  a  form  sufficiently  flexible  to  be  readily  adapted  to  the 
needs  of  the  school  that  has  not  yet  been  equipped  for  manual 
training,  as  well  as  to  the  needs  of  the  one  that  has  long  recognized 
practical  activity  as  an  essential  factor  in  its  work.  Since  the 
experience  of  the  race  in  industrial  and  social  processes  embodies, 


10  Preface 

better  than  any  other  experiences  of  mankind,  those  things  which 
at  the  same  time  appeal  to  the  whole  nature  of  the  child  and  fur- 
nish him  the  means  of  interpreting  the  complex  processes  about 
him,  this  experience  has  been  made  the  groundwork  of  the  pres- 
ent series. 

In  order  to  gain  cumulative  results  of  value  in  explaining  our 
own  institutions,  the  materials  used  have  been  selected  from  the 
life  of  Aryan  peoples.  That  we  are  not  yet  in  possession  of  all 
the  facts  regarding  the  life  of  the  early  Aryans  is  not  considered 
a  sufficient  reason  for  withholding  from  the  child  those  facts  that 
we  have  when  they  can  be  adapted  to  his  use.  Information 
regarding  the  early  stages  of  Aryan  life  is  meager.  Enough  has 
been  established,  however,  to  enable  us  to  mark  out  the  main  lines 
of  progress  through  the  hunting,  the  fishing,  the  pastoral,  and  the 
agricultural  stages,  as  well  as  to  present  the  chief  problems  that 
confronted  man  in  taking  the  first  steps  in  the  use  of  metals,  and 
in  the  establishment  of  trade.  Upon  these  lines,  marked  out  by 
the  geologist,  the  paleontologist,  the  archaeologist,  and  the  anthro- 
pologist, the  first  numbers  of  this  series  are  based. 

A  generalized  view  of  the  main  steps  in  the  early  progress  of 
the  race,  which  it  is  thus  possible  to  present,  is  all  that  is  required 
for  educational  ends.  Were  it  possible  to  present  the  subject  in 
detail,  it  would  be  tedious  and  unprofitable  to  all  save  the  specialist. 
To  select  from  the  monotony  of  the  ages  that  which  is  most  vital, 
to  so  present  it  as  to  enable  the  child  to  participate  in  the  process 
by  which  the  race  has  advanced,  is  a  work  more  in  keeping  with 
the  spirit  of  the  age.  To  this  end  the  presentation  of  the  subject 
is  made :  First,  by  means  of  questions,  which  serve  to  develop  the 
habit  of  making  use  of  experience  in  new  situations ;  second,  by 
narrative,  which  is  employed  merely  as  a  literary  device  for  ren- 
dering the  subject  more  available  to  the  child ;  and  third,  by  sug- 
gestions for  practical  activities  that  may  be  carried  out  in  hours  of 
work  or  play,  in  such  a  way  as  to  direct  into  useful  channels  energy 
which  when  left  undirected  is  apt  to  express  itself  in  trivial  if  not 


Preface  1 1 

in  anti-social  forms.  No  part  of  a  book  is  more  significant  to  the 
child  than  the  illustrations.  In  preparing  the  illustrations  for  this 
series  as  great  pains  have  been  taken  to  furnish  the  child  with 
ideas  that  will  guide  him  in  his  practical  activities  as  to  illustrate 
the  text  itself. 

Mr.  Howard  V.  Brown,  the  artist  who  executed  the  drawings, 
has  been  aided  in  his  search  for  authentic  originals  by  the  late 
J.  W.  Powell,  director  of  the  United  States  Bureau  of  EtJmology,  Wash- 
ington, D.  C.;  by  Frederick  J.  V.  Skiff,  director  of  the  Field  Columbian 
Museum,  Chicago,  and  by  the  author.  Ethnological  collections  and 
the  best  illustrative  works  on  ethnological  subjects  scattered 
throughout  the  country  have  been  carefully  searched  for  material. 

I  wish  to  take  this  opportunity  to  express  my  gratitude  to 
Professor  Dewey  for  the  suggestions  he  has  given  me  with  refer- 
ence to  this  series,  and  to  acknowledge  that  without  the  inspiration 
that  has  come  through  his  teaching  I  should  probably  never  have 
undertaken  a  work  of  this  kind.  Among  the  many  friends  to 
whom  I  am  indebted  for  help  and  inspiration,  I  would  mention 
especially,  Professor  W.  I.  Thomas  and  Professor  Ella  Flagg 
Young,  of  the  University  of  Chicago;  Superintendent  F.  A.  Manny, 
of  the  Ethical  Culture  Schools,  New  York  City ;  Mrs.  Charlotte  W. 
Williams,  of  Chicago;  my  sister,  Miss  Elspa  M.  Dopp,  of  the  State 
Normal  School,  St.  Cloud,  Minn.;  and  Mr.  W.  W.  Charters,  of  the 
University  of  Chicago.  To  the  late  Director  J.  W.  Powell,  of  the 
United  States  Bureau  of  Ethnology,  and  to  Director  Frederick  J.  V. 
Skiff,  of  the  Field  Columbian  Museum,  Chicago,  I  am  under  obligations 
for  courtesies  extended  which  have  enabled  me  to  gain  access  to 
illustrative  materials.  For  the  practical  proof  that  work  of  this 
kind  is  feasible,  and  that  it  supplies  a  genuine  need  in  elementary 
education,  I  am  indebted  to  the  hearty  cooperation  of  students  and 
fellow-teachers  of  several  states.  K  E  D 

February  I,  1904.. 


Dedication  . 
Preface  .  . 
Contents  .  . 
Illustrations 


PAGE 

7 


THE   EARLY   CAVE-MEN 

THE  AGE  OF  COMBAT 


PAGE 

15 

18 

24 


Why  People  Wanted  to  Live  in  Caves 
How  the  Fire  Clan  Got  a  Cave  .  . 
The  First  Night  in  the  Cave  .  .  . 
How  the  Fire  Clan  Got  Rid  of  Sabre- 
tooth  27 

Preparations  for  the  Feast  ....     32 

The  Feast 35 

How  the  Cave  was  Made  Ready  for 

a  Winter  Home 40 

How    the    Cave-men    Bored    Holes 
Through  Their  Trophies     ...     43 

Making  New  Weapons 50 

How    the   Women    Dressed    Sabre- 
tooth's  Skin 

*How  the  Cave-men  Made  Clothing 


The  Fire  Clan 

How  the  Cave-men  Spent  the  Winter 
1  What  the  Cave-men  Got  from   the 

Birch  Trees 66 

The  Flood 71 

What    the    Cave-men    Lost  in    the 

Flood 79 

The  Council 82 

The  Way  to  the  Fire  Country  ...     88 
How    Firekeeper    Made     the    Skin 

Water  Bag 92 

Suggestions  to  Teachers       


PAGE 

Why  Firekeeper  Made  a  Door    .     .       96 

The   Stranger  that   Came  Toward 

the  Cave 100 

The  Journey  to  the  Fire  Country     .     103 

The  Return  from  the  Fire  Country     107 

Strongarm  Makes  a  Great  Discov- 
ery   112 

How     the     Cave-men     Received 
Strongarm 115 

The  Thanksgiving  Feast    .     .     .     .     118 
.What  the  Women  Got  from  Spruce 
Trees 

How  the  Women  Made  Splints"  for 
Baskets 

How  the  Women  Wove  Splints  . 
i  How  the  Women  Colored  their  Bas- 
kets       

How  the   Cave-men   Carried  their 
Burdens   .     .• 

A  Mammoth  Hunt 

How    the    Cave-men   Divided    the 

Mammoth 147 

I  Strongarm    Tells    Firekeeper    His 

Secret 150 

j  How  People  Know  What  the  Cave- 
men Did .     155 


121 

126 
130 

134 

139 
143 


159 


[12] 


FULL   PAGE 


A  map  of  the  Cave-men's  country 

.     .     .     .          .     .     .     .      Frontispiece 

"  They  wished  they  might  have  his 
cave  for  a  home"      .....       14 

"Sabre-tooth  was  going  away"     .       19 
"She  stood  trembling  so  that  she 
could  hardly  speak "     .     .     .     .       22 

The  Feast    .........       37 

The  Flood 76 

u  The  old  man  arose  in  the  silence, 

and  thus  he  spoke  to  his  people  "      84 
"  Then  the  old  man  and  Sharpeyes 
took  leave  of  their  kinfolk  and 
started  out  on  the  long  journey  "     91 


PAGE 


' '  They  rushed  upon  him  with  their 
knives  and  spears  " 98 

' '  They  carried  him  into  the  cave  " 

"They  watched  the  fire  dart  up 
toward  the  sky  " 

"  They  shouted  praises  to  the  fire 
god" 

"  They  broke  off  slender  branches  " 

Making  splints  for  baskets  .     .     . 

' '  They  rested  the  strap  upon  the 
forehead" 

A  mammoth  hunt 

"//  was  here  that  he  showed  Fire- 
keeper  how  to  make  fire"  .  . 


102 
105 

119 
124 

127 

141 
145 


TEXT 


Firekeeper  carrying  wood 

A  flint  point       ........ 

A  hunting  knife    ....... 

Fastening  the  shaft  to  a  branch 
Sabre-tooth  pinned  to  the  ground    . 
The  two  large  sabre  teeth  .     . 
A  stone  hammer  and  stone  ax    . 
A  gourd    .     .     ,     ....... 

A  marrow  spoon  .     .          .     . 

Children  carrying  moss  and  leaves 
Strongarm     .....     .... 


73 


A  bow  drill   .     .     „ 49 

Making  bones  into  weapons    ...     51 

Chipping  the  stones 52 

A  hammer  stone,  with  bone  handle 
Putting  handles  on  the  spearheads 
A  hammer  made  by  Sharpeyes    . 
A  handle  made  of  a  forked  branch 
The  women  dressing  skins 


Two  sides  of  a  scraper 
A  bone  awl 


A  buckle 

A  skin  cradle 

How  they  rocked  the  babies 


A  birch  bark  basket 68 

A  basket  with  rim 70 


Cave-men  watching  the  river    . 

The -cave       .........  78 

How  the  sandal  was  worn    ...  88 

A  sandal  and  a  tool  bag  ....  89 

A  gottrd 94 

A  rhinoceros 108 

Making  lire  with  a  strap  drill      .  112 

A  drill ' 114 

The  hearth  of  a  fire  drill      .     .     .  114 

Strongarm  making  fire    .     .     .     .  115 

Cave-men  dancing  around  tJie  fire  116 

Pounding  the  stems 129 

Woven  splints 131 

Firm  and  strong  weaving    .     .     .  132 

A  strong  basket .133 

Methods  of  weaving  and  coloring 

baskets     ....     135,  136,  137,  138 

How  the  Cave-men  carried  baskets  139 

A  basket  with  a  handle     ....  140 

A  pad  for  the  forehead    ....  140 

A  bone  whistle 143 

Returning  from  the  feast      .     .  148,  149 

A  bow  drill  made  into  a  fire  drill  153 

A  fire  drill 154 

A  spearhead .  157 

Mammoths   .     .          158 

Making  a  fire  drill      .....  183 

J 


"They  wished  they  might  have  his  cave  for  a  home 


THE  EARLY  CAVE-MEN 

THE   AGE   OF   COMBAT 
I 

Why  People  Wanted  to  Live  in  Caves 

Did    you    know    that    people    once    lived    in 
caves  ? 

Perhaps  you  would  like  to  know  how  it  hap- 
pened. 

Long  before  people  lived  in  caves  they  lived 
in  the  largest  trees  they  could  find. 

This  was  before  they  had  learned  to  use  fire. 

But  after  a  while   they  learned   to  use  fire, 
and  they  no  longer  feared  to  make 
on  the  ground. 

They  built  brush  huts  of  the  rudest  kind. 

They  lived  in  these  huts  for  many  years. 

hsl 


16  The  Early  Cave-men 

For  a  long  time  it  was  warm  on  the  wooded 
hills,  but  after  a  while  it  began  to  grow  cold. 
The  ground  was  covered  with  snow  and  ice. 
Cold  winds  swept  over  the  wooded  hills. 
Snow  beat  into  the  rude  brush  huts,  and  cold 

winds  whistled  through  the  branches. 
People  shivered  with  the  winter's  cold. 
They  needed  a  warmer  shelter,  but  they  did 

not  know  how  to  make  one. 
Many  of  them  had  been  in  caves,  but  they 
did  not  dare  stay  very  long. 
Some  caves  were  the  homes 
of  big  cave-bears,  others 
the  dens  of  hyenas. 
Sabre-tooth  also  lived  in  a  cave. 
People  knew  that  these   animals  were  dan- 
gerous creatures. 
Many  a  time  they  had  barely  escaped  from 

the  claws  of  a  cave-bear. 
Many  a  time  they  had  been  chased  by  a  pack 

of  hyenas. 
They  did  not  want  to  enrage  these  creatures. 


Why  People  Wanted  to  Live  in  Caves  17 

Least   of  all   did   they  want   to   enrage   old 

Sabre-tooth. 

He  was  the  fiercest  creature  on  the  hills. 
When  he  came  out  of  his  cave 

the  forest  was  still. 
Scarcely  an  animal  dared  stir. 
Even  the  rhinoceros  and  mam- 
moth feared  to  attack  him.         sabre-tooth 
He  was  as  sly  as  a  cat  and  as  powerful  as 

a  rhinoceros. 
He  had  two  sabre  teeth  that  were  sharp  and 

strong. 

No  such  animal  as  Sabre-tooth  lives  now. 
There  were  only  a  few  animals  like  him  then, 

but  they  were  more  feared  than  any  other 

creature. 
He  was  something  like  a  lion  and  something 

like  a  tiger,  but  he  was  more  powerful  than 

either. 
He  did  not  like  to  live  in  the  cold,  so  each 

winter  he  went  to  the  south. 
Each  summer  he  came  back  again, 


18  The  Early  Cave-men 

How  glad  every  one  was  to  see  him  go! 
How  they  hoped  he  would  never  return! 
How  they  wished  they  might  have  his  cave 
for  a  home ! 

THINGS  TO   DO 

Model  the  wooded  hills  in  your  sand  box.  Make  a  brush 
hut  to  show  where  the  people  lived.  Show  where  the 
caves  are. 

Tear  from  paper  the  animals  that  lived  in  caves. 

Plan  a  way  of  getting  a  cave  for  a  home. 

ii 

THINGS  TO   THINK  ABOUT 

What  happens  to  the  trees  and  plants  just  before  win- 
ter? 

What  do  the  animals  that  you  know  do  before  the  win- 
ter comes  ? 

Do  you  know  what  people  do  to  get  ready  for  winter  ? 

How  the  Fire  Clan  Got  a  Cave 

Summer  was  almost  gone. 

The  oak  and  the  birch  trees  were  dropping 
their  leaves,  and  all  the  plants  were  show- 
ing signs  of  the  frost. 


' '  Sabre-tooth  was  going  away ' 


20  The  Early  Cave-men 

The  wild  animals  were  getting  ready  for 
ter. 

Some  of  them  were  crawling  into  their  holes. 

Others  were  starting  for  the  south. 

The  fire  clan  hoped  that  in  a  few  days  Sabre- 
tooth  would  go. 

They  wanted  his  cave  for  the  winter,  so  they 
kept  watch  of  all  that  he  did. 

They  knew  that  he  slept  in  his  cave  all  the 
day  and  seldom  left  it  except  at  night. 

One  morning  Strongarm  saw  him  come  out 
of  the  cave  and  start  off  toward  the  south. 

He  believed  that  Sabre-tooth  was  going  away, 
so  he  hurried  and  told  his  people. 

How  glad  they  were  to  hear  such  news! 

How  excited  they  were  as  they  took  their  fire- 
brands and  followed  Strongarm  to  the  cave  ! 

When  they  reached  the  cave  they  paused  a 
moment,  while  Strongarm  crept  in  through 
the  mouth. 

When  he  was  sure  that  it  was  safe  for  them  to 
follow,  he  beckoned  to  them  with  his  hand. 


How  the  Fire  Clan  Got  a  Cave  21 

One  by  one  they  crept  through  the  mouth  of 

the  cave,  their  firebrands  lighting  the  dark 

way. 
It  seemed  strange  to  be  in  such  a  dark  place, 

but  they  knew  that  it  was  safe  and  warm. 
They  all  wanted  to  keep  it  for  a  home,  but 

they  knew  that  wild  animals  would  try  to 

get  it. 
So  the  women  gathered  armfuls  of  branches 

and  started  a  fire  just  outside  the  mouth. 
As  the  fire  began  to  flame  up  toward  the  sky, 

the  men  gathered  around  and  watched  it 

blaze. 
The  children  played  beside  the  fire  or  watched 

their  mothers  gather  branches. 
All  the  people  were  near  the  fire  when,  sud- 
denly, they  were  startled  by  a  shriek  of 

terror. 
Mothers  clasped  their  children  to  their  breasts, 

and  fathers  grasped  their  knives  to  be  ready 

to  fight. 
All  eyes  were  soon  fixed  upon  Firekeeper. 


.  i    1 M 


"She  stood  trembling  so  that  she  could  hardly  sfieak" 


How  the  Fire  Clan  Got  a  Cave  23 

She  stood  trembling  so  that  she  could  hardly 

speak,  but  she  pointed  toward  a  thicket. 
The  men   stepped  cautiously  toward   it,  but 

Firekeeper  pulled  them  back. 
Then  she  told  them  what  she  had  seen. 
It  was  Sabre-tooth  trying  to  come  back  to  the 

cave. 
When  the  fire  clan  heard  this,  they  were  filled 

with  terror. 

They  huddled  around  the  fire. 
Nobody  knew  what  to  do. 
Yet  everybody  knew  that  something  must  be 

done,  for  their  lives  were  not  safe  as  long 

as  Sabre-tooth  was  near. 

THINGS  TO   DO 

Show  how  the  Cave-men  kept  watch  of  the  caves  of  the 
wild  animals. 

Show  how  Strongarm  led  the  fire  clan  into  Sabre-tooth's 
cave. 

Draw  a  picture  of  the  people  marching  to  the  cave. 

Show  how  the  women  broke  branches  of  wood  and,  car- 
ried them  to  the  fire. 

Draw  a  picture  of  the  women  and  children  gathering 
wood  for  the  fire. 


24  The  Early  Cave-men 

in 

THINGS  TO  THINK  ABOUT 

How  do  you  think  the  fire  clan  will  spend  the  first  eve- 
ning in  the  cave  ? 
Who  will  be  apt  to  keep  watch  that  night  ? 

The  First  Night  in  the  Cave 

At  sunset  the  children  were  nodding  their 
heads  and  soon  were  fast  asleep. 

The  women  tended  the  fire  while  the  men 
sat  around  and  talked. 

All  the  beasts  of  prey  were  out  for  the  night. 

Sometimes  the  fire  clan  could  see  their  shad- 
ows in  the  open  spaces  near  the  cave. 

Then  they  were  glad  that  they  had  fire. 

But  they  knew  that  they  would  have  trouble 
as  long  as  Sabre-tooth  was  near. 

So  they  began  to  plan  ways  of  getting  rid  of 
him. 

They  did  not  dare  risk  an  open  fight  with 
such  weapons  as  they  had,  so  they  tried 
to  invent  a  new  way. 


The  First  Night  in  the  Cave  25 

They  planned  a  long  time,  but  they  could  not 

decide  what  to  do. 
At  length  all  but  Firekeeper  crept  into  the 

cave,  where   they 

were  soon  asleep 

upon   the   rough 

floor.  i 

Firekeeper  stayed  be- 
side the   fire  and 

kept    watch    all 

alone. 
She  was   the    oldest 

woman  of  the  clan, 

and    people   said 

that  she  was  the 

daughter  of  the  fire. 
She    always    kept    it 

1  .  Firekeeper  carrying  wood  with 

DUrnmg.  a  strap. 

As  she  tended  the  fire  through  the  long 
night  she  heard  all  sorts  of  sounds. 

Once  a  big  cave-bear  passed  close  to  the  cave, 
but  he  sniffed  and  ran  when  he  saw  the  fire. 


26  The  Early  Cave-men 

Then  a  pack  of  hyenas  crept  up  toward  the 

cave. 
They  seemed  to  be  looking  for  a  safe  place 

to  rest. 

But  as  soon  as  they  saw  the  fire  they  ran. 
Other  animals,  too,  ran  when  they  saw  the  fire. 
Firekeeper  was  not  afraid  when  she  was  near 

the  fire,  but  it  seemed  that  the  long  night 

would  never  end. 
When  at  last  the  sky  became  red  in  the  east, 

she  knew  that  morning  was  coming  again. 
At  the  break  of  day  all  the  people  awoke. 
It  was  only  a  few  minutes  before  they  were 

ready  to  take  up  the  work  of  another  day. 

THINGS  TO   DO 

Show  how  the  children  fell  asleep.     Draw  a  picture  of 

them. 
Show  how  the  cave-bear  acted  when   he  saw   the  fire. 

Draw  the  picture. 
Show    how   Firekeeper   kept  watch  during    the  night. 

Draw  a  picture  of  her  as  she  was  keeping  watch. 
Get  up  early  some  morning  and  watch  the  sun  rise. 

Paint  a  picture  of  a  sunrise. 


How  the  Fire  Clan  Got  Rid  of  Sabre-tooth          27 

IV 

THINGS  TO  THINK  ABOUT 

Do  you  know  what  kind  of  weapons  the  fire  clan  had 

at  this  time  ? 
Why  would  it  not  be  safe  for  the  fire  clan  to  attack 

Sabre-tooth  with  such  weapons  ? 
What  kinds  of  weapons  can  you  make  of  stones  and 

sticks  ? 
What  do  you  think  the  fire  clan  will  do  to  get  rid  of 

Sabre-tooth  ? 
Do  you  think  that  the  fire  clan  ate  three  meals  together 

each  day  as  we  do  ? 

How  the  Fire  Clan  Got  Rid  of  Sabre-tooth 

As  soon  as  the  sun  was  up,  messengers  started 

from  the  cave  to  ask  the  people  on  the  hills 

for  help. 

Nobody  stopped  to  eat  breakfast. 
The  Cave-men  never  ate  breakfast  together. 
Each  ate  by  himself  such  food  as  he  could  find. 
Everybody  was  watching  for  Sabre-tooth. 
Soon  Sharpeyes  saw  him  crawl  into  a  thicket, 

where  he  laid  himself  down  and  went  to 

sleep. 


28 


The  Early  Cave-men 


A  flint  point 


Then  the  messengers  returned  with 

the  people  from  the  hills. 
They  went  to  the  thicket   to   see 
Sabre-tooth,    but    they   did    not 
dare  attack  him. 

They  had  learned  to  put  handles  on 
their  flint  points,  so  as  to  make 
41-  good  hunting-knives. 

Hk  But  the  handles  were  short,  and  it 
was  not  safe  to  attack  Sabre-tooth 
with  such  weapons. 
Their  axes  and  hammers 
were  larger  and  stronger, 
but  they  were  afraid  to 
use  them  now. 

While  they  were  all  wondering  what 
to  do,  Strongarm  went  to  look  at 
Sabre-tooth  again. 
The  creature  had  feasted   all  night 

long  and  was  sleeping  heavily. 
He  was  lying  just  under  a  strong 
spreading  branch  of  an  old  oak. 


Opposite  side 
of  flint 
point 


A  hunting- 
knife 


How  the  Fire  Clan  Got  Rid  of  Sabre-tooth          29 

When  Strongarm  noticed  this  his  eyes  bright- 
ened. 

He  motioned  to  an  old  man  to  come  to  him. 
After  a  few  minutes  they  went  back  to  the 

other  men. 
All  crowded  around,  for  they  felt  sure  that 

Strongarm  had  thought  of  a  new  plan. 
Then  Strongarm  showed  the  people  what  he 

wanted  them  to  do. 
Everybody  was  eager  to  help. 
The  women  brought  out  all  the  skins  that 

they  had. 
Strongarm  laid  the  strongest  skin  aside  and 

told  the  women  to  cut  the  others  into  straps. 
Some  of  the  men  began  to  work  upon  large 

flint  points. 
Others  cut  a  tough  branch  of  oak  and  made 

it  into  a  large  shaft. 
When    all    had    finished    their    work,  they 

brought  what  they  had  to  Strongarm. 
He   selected  the  largest  and   strongest  flint 

point  and  bound  it  to  the  end  of  the  shaft. 


30 


The  Early  Cave-men 


"Strongarm  fastened  the  shaft  to  the 
spreading  branch  of  the  oak ' ' 

He  folded  the  skin  so 
as  to  make  a  bag. 
Then  he  tied  the  skin  bag  to  the  shaft. 
The  boys  brought  stones  to  fill  the  bag  and 

laid  them  on  the  ground. 
Everything   was    now    ready,   so    Strongarm 

took  the  new  weapon  over   his   shoulder 

and  climbed  into  the  oak  tree. 
Others  followed  with  stones  and  straps. 
Strongarm  quickly  fastened  the  upper  end  of 

the  shaft  to  the  spreading  branch  of  the  oak. 
Then  he  carefully  filled   the  skin  bag  with 

stones   and    let  the  weighted  spear  hang 

over  Sabre-tooth. 


How  the  Fire  Clan  Got  Rid  of  Sabre-tooth 


31 


He  motioned  to  the  men  to  go  back  to  the  cave, 

and  was  soon  all  alone  with  Sabre-tooth. 
He   did    not    stop    to 

think   what    might 

happen. 
He  grasped   his   stone 

knife  and  began  to 

cut  the  heavy  strap. 
When  he  had  cut  almost 

through  the  strap,  it 

snapped. 
The  spear  fell  with  its 

heavy  weight  and 

pinned    Sabre-tooth 

tO    the    grOUnd.  "The  spear  fell  with  its  heavy  weight ' ' 

Sabre-tooth    made    one    desperate    effort    to 

escape. 

Then  he  lay  perfectly  still  on  the  ground. 
How  thankful  the  Cave-men  were! 
They  had  one  less  creature  to  fear. 
They  now  felt  that  they  would  be  able  to  keep 

the  cave  for  a  home. 


32  The  Early  Cave-men 

THINGS  TO  DO 

Notice  how  gracefully  the  cat  moves.     Notice  how  it  gets 

ready  to  spring. 
Think  of  an  animal  many  times  larger  than  the  cat  and 

see  if  you  can  model  Sabre-tooth  in  clay. 
See  if  you  can  find  good  stones  for  hunting- knives  and 

spears. 
Name  a  tool  or  a  machine  that  you  have  seen  in  which  a 

weight  is  used. 
Draw  a  picture  of  it. 


v 


THINGS  TO  THINK  ABOUT 

What  do  you  think  the  Cave-men  will  do  with  Sabre. 

tooth's  skin  ? 

What  will  they  do  with  his  teeth  and  claws  ? 
What  will  they  do  with  his  flesh  ? 

Can  you  think  of  what  they  might  do  with  the  bones  ? 
How  do  you  think  they  learned  to  cook  food  ? 

Preparations  for  the  Feast 

How  excited  all  the  people  on  the  hills  were 
when  they  knew  that  Sabre-tooth  had  been 
killed! 

Everybody  wanted  to  see  him. 


Preparations  for  the  Feast  33 

Young  and  old  crowded  around  to  see  the 

monster  as  he  lay  stretched   out   on  the 

ground. 

They  gazed  at  the  creature  in  silence. 
They  admired  his  rich  tawny  stripes. 
Not  a  man  on  the  hills  had  ever  before  been 

able  to  get  such  a  skin. 
They  all  wished  that  they  might  have  it,  but 

they  knew  that  it  belonged  to  Strongarm. 
They  examined  the  two  large 

sabre  teeth. 
They  felt  of  the  smaller  teeth 

and  claws. 
At   length   the   men   began  to 

quarrel   about  the  trophies, 

but  Strongarm  waved  them 

The  two  large  sabre 

back.  teeth 

He  claimed  one  sabre  tooth  for  himself  and 

allowed  the  other  to  go  to  the  brave  old  man. 
When  Strongarm  spoke  the  men  kept  silent, 

for  they  knew  that  the  trophies  belonged 

to  the  bravest  men. 


34  The  Early  Cave-men 

But  they  were  given  a  share  in  the  smaller 

teeth  and  claws. 

While  they  were  loosening  them  with  stone 
hammers,  the  women  were  hunt- 
^^r\  mS  f°r  their  stone  knives. 

&^  P  They  were  soon   busy  taking  off 

Hammer  Sabre-tooth's  beautiful  skin. 

When  the  heavy  skin  was  off,  they  began  to 

get  ready  for  the  feast. 
They  ate  pieces  of  raw  flesh  as  they  worked, 

and  tossed  pieces  to  the  men  and  boys. 
They  were  all  too  hungry  to  wait  for  the  feast. 
Besides,  they  were  used  to  eating  raw  meat. 
But  they  had  learned  how  to  cook  meat  at  this 

time. 
They  had  learned  to  roast 

meat  in  hot  ashes.  A  stone 

At  first  they  roasted  the  animal  in  its  skin, 

but  now  they  knew  a  better  way. 
They  skinned  the  animal  and  cut  out  the  ribs ; 

then  they  buried  them  in  the  hot  ashes. 
They  covered  the  ashes  with  hot  coals. 


The  Feast  35 

They  cut  slices  of  meat  with  their  stone  knives 
and  put  them  on  roasting  sticks. 

Then  they  held  these  sticks  over  the  hot  coals 
just  as  we  sometimes  do  to-day. 

THINGS  TO   DO 

Make  believe  that  you  are  doing  some  of  the  work  that 
the  Cave-men  did,  and  see  if  any  one  can  guess  what 
it  is. 

See  if  you  can  cook  something  over  the  coals. 

Ask  some  one  to  read  you  a  story  that  Charles  Lamb 
wrote  about  roast  pig. 

VI 

THINGS  TO   THINK  ABOUT 

How  do  you  think  the  Cave-men  would  act  at  a  feast? 

What  would  they  use  for  dishes  ? 

What  would  they  do  to  entertain  themselves  and  their 

neighbors  ? 
When  would  the  neighbors  go  home  ? 

The,  Feast 

Nobody  knew  just  when  the  feast  began. 
Nobody  set  the  table,  for  there  was  no  table 
to  set. 


36  The  Early  Cave-men 

But  the  women  brought  bowls  they  had  made 

out  of  hollow  gourds. 
Before  the  meat  was  half  cooked  everybody 

was  eating. 

Some    ate   thick   slices    that 
had  been  partly  roasted  on 
the  sharp  sticks. 
Others  chewed  raw    meat 
from    bones   which    they 
tore  from  the  carcass. 
The  children  sucked  strips  of 
raw  meat  and  picked  the 
scraps  from  the  ground. 
When  the  women  lifted  the  ribs  out  of  the 

hot  ashes,  they  found  a  nice  gravy. 
They  dipped    up   the   gravy   in   their  gourd 

bowls  and  gave  it  to  the  men. 
Strongarm  dipped  some  up  with  a  bone  dip- 
.   per  that  had  been  made  from  the  skull  of 

a  cave-bear. 

Then  he  tore  out  a  rib  from  the  carcass  and 
gnawed  the  meat  from  the  bone. 


The  Feast 


38  The  Early  Cave-men 

They  all  held  what  they  ate  in  their  hands. 
They  all  ate  very  fast,  and  they  ate  a  long 
time. 

At  last  their  hunger  was  satisfied, 
and  they  began  to  crack  the  mar- 
row bones  and  scrape  the  marrow 
out  with  sharp  sticks  and  bones. 

When  the  men  became  tired  of  suck- 
ing the  bones,  they  tossed  them  to 
the  women  and  children. 

Then  the  men  joined  in  a  hunting- 
dance  while  the  women  beat  time 
with  the  bones. 

The  women  chanted,  too,  as  they  beat 

A  marrow 

spoon  time. 

They  danced  until  all  became  tired  and  the 

visitors  were  ready  to  go. 
Then  Firekeeper  loaded  pieces  of  meat  upon 

the  backs  of  the  women,  and  all  gathered 

around  to  see  the   neighbors  start  home. 
As  soon  as   they  were  gone   the   Cave-men 

prepared  to  rest  for  the  night. 


The  Feast  39 

THINGS  TO  DO 

Take  turns  in  doing  something  that  the  Cave-men  did  at 
the  feast,  and  let  the  children  guess  what  it  is. 

Find  some  good  marrow  bones  and  crack  them. 

Find  out  whether  we  use  marrow  bones  for  anything 
to-day. 

If  you  think  that  you  can,  make  something  of  the  mar- 
row bones. 

Can  you  think  why  bones  are  filled  with  marrow  ? 

See  if  you  can  beat  time  with  marrow  bones  so  as  to  help 
some  one  do  his  work. 

See  if  you  can  make  dishes  of  pumpkins,  squashes,  mel- 
ons, cucumbers,  or  anything  else  that  you  can  find. 


VII 

THINGS  TO  THINK  ABOUT 

If  you  were  going  to  live  in  a  cave  that  had  been  taken 
from  a  wild  animal,  what  would  you  do  to  make  it 
comfortable  ? 

What  do  you  think  the  Cave-men  did? 

What  do  you  think  the  Cave-men  found  in  the  cave? 

What  kind  of  beds  do  you  think  they  made  ? 

If  they  built  a  fire  inside  the  cave  do  you  think  that 
the  smoke  would  pass  out  ? 

Where  do  you  think  that  they  would  make  their  fire- 
place ?  Where  do  we  make  our  fireplaces  ? 

How  do  we  keep  the  smoke  from  getting  into  our 
rooms? 


40  The  Early  Cave-men 

How  the  Cave  IV as  Made  Ready  for  a 
Winter  Home 

The  morning  after  the  feast  Firekeeper  built 

a  fire  inside  the  cave. 
Then  all  went  in  to  look  at  the  cave,  but  the 

smoke  soon  drove  them  out. 
So  Firekeeper  raked  out  the  fire  with  a  branch 

of  spruce  wood  and  waited  for  the  smoke 

to  go  out. 
Then  the  Cave-men  took  firebrands  and  crept 

inside,  and  stood  up  and  walked  around. 
Bones  of  animals  were  strewn  upon  the  rough 

rocky  floor. 
Pieces  of  rock  shaped  like  icicles  hung  from 

the  roof  and  stood  up  from  some  parts  of 

the  floor. 

Drops  of  water  trickled  down  from  the  roof. 
Layers  of  rock  jutted  out  from  the  walls  like 

shelves. 
The  Cave-men  walked  through  the  large  dry 

cavern  until  they  came  to  a  narrow  passage. 


How  the  Cave  Was  Made  Ready  for  a  Home         41 

Then  they  stopped  to  see  where  it  led. 
They  peered  into  the  darkness,  but  saw 

nothing. 

They  listened,  but  heard  no  sound. 
Since  no  one  wanted  to  creep  through  the  pas- 
sage, they  turned  back  toward  the  mouth. 
The   dry  cavern   near  the   mouth  was   large 

enough  for  a  home,  so  the   Cave-men 

thought  no  more  of  the  narrow  passage. 
Before  the  men  went  out  of  the  cave  they 

picked  up  armfuls  of  bones  for  weapons. 
They  carried  them  out  by  the  fire  and  sat 

down  and  worked  upon  them. 
The  women  cleared  away  piles  of  bones,  so 

as  to  make  a  smooth  place  to  sleep. 
Then  they  went  out  among  the  trees  to  find 

something  to  cover  the  floor. 
They  broke  off  small  branches  of  evergreens 

and  carried  them  into  the  cave. 
The  children  brought  armfuls  of  moss  and 

leaves,  and  scattered  them  over  the  hard 

rocky  floor. 


42  The  Early  Cave-men 

When  the  beds  were  finished  they  made  a 
fireplace. 

They  dug  a  shallow  hole  just  outside  the  cave 
and  walled  it  around  with  stones. 

Perhaps  you  would  not  call  this  a  good  fire- 
place, but  it  was  the  best  fireplace  any  one 
had  at  that  time. 


' '  The  children  brought  armfuls  of  moss  and  leaves 
THINGS  TO   DO 

Visit  a  cave  when  you  have  a  chance  to  do  so. 
Collect  pictures  of  caves. 

Model  a  cave  in  clay  or  make  one  in  the  ground. 
Find  out  what  caves  are  used  for  nowadays. 
Make  a  fireplace  out  of  doors  and  cook  something  in 
the  hot  ashes. 


How  the  Cave-men  Bored  Holes  43 

VIII 

THINGS  TO  THINK  ABOUT 

What  do  you  think  the  beads  you  wear  are  made  of? 
Can  you  think  how  they  were  made? 
What  do  you  think  the  Cave-men  used  for  beads  ? 
What  did  they  wear  for  ornaments  besides  beads? 
Can  you  think  how  they  bored  holes  through  their 

ornaments  ? 

What  does  the  carpenter  use  to  bore  holes  with  ? 
How  does  the  woodpecker  bore  holes  ? 


How  the  Cave-men  Bored  Ploles  Through 
Their  Trophies 

For  several  days  after  the  feast  the  Cave-men 

did  not  hunt. 
As  long  as  they  had  meat  they  stayed  near 

the  cave  and  worked  upon  their  trophies. 
They  were  trying  to  bore  holes  through  the 

teeth  and  claws,  so  as  to  string  them  and 

wear  them  for  ornaments. 
Strongarm  was  working  upon  the  big  sabre 

tooth. 


44  The  Early  Cave-men 

When    he   had  worked   for   some    time,   the 

Cave-men  gathered  around  to  see  how  deep 

a  hole  he  had  made. 
Some  of  the  men  said  that  he  never  could  do 

it,    but    others    thought    that   it   could    be 

done. 
Strongarm  was  tired,  so  he  rested  a  while  and 

talked  to  the  people  about  boring  holes. 
He  told  what  he  had  heard  when  he  was  a 

boy. 
All  the  grown  people  had  heard  what  he  said 

many  times,  but  they  were  always  ready 

to  hear  it  again. 

Besides,  they  wished  their  children  to  hear  it. 
So  old  and  young  gathered  around  to  hear 

what  Strongarm  said. 
They  all   looked  and  listened  as  Strongarm 

showed  the  children  how  to  make  holes 

with  awls. 
As  he  spoke,  the  people  picked  up  thorns  or 

sharp  bones  and  punched  them  through 

some  object. 


How  the  Cave-men  Bored  Holes 


45 


Then   Strongarm   showed  them  a  bone  awl 

that  he  had  made  to  punch  holes  through 

seeds  and  thin  shells. 
But  they  could  not  punch 

holes    through    teeth 

and    claws,    so    they 

learned   to   twirl   the 

awls    in    their    hands. 
Strongarm  did  not  know 

how  people  learned  to 

do  this,  but  he  thought 

that  they  learned   it 

when  at  play. 
He  took   a  round   stick 

that  had  a  sharp  point 

and  twirled  it  back  and  forth  on  his  thigh. 
The   other   Cave-men   twirled,  too,  for  they 

wanted  to  show  the  children  how  to  bore 

holes. 

The  children  soon  learned  how  to  do  it. 
Then  Strongarm  told  them  of  a  kind  of  wood 

whose  surface  was  coated  with  sand. 


He  took  a  round  slick  that  had 
a  sharp  point  and  twirled 
it  on  his  thigh ' ' 


46  The  Early  Cave-men 

He  told  of  awls  and  spindles  that  were  made 

of  this  wood  and  used  to  bore  holes  through 

teeth  and  claws. 
Such  wood  as  this  could  not  always  be  found, 

so  people  used  other  stems. 
They  tried  to  find  something  that  was  hard 

enough  to  bore  the  teeth  and  claws. 
Sometimes  they  used  sand  with  a  spindle  of 

wood. 
At  other  times  they  fastened  a  hard  flint  point 

at  the  end  of  a  wooden  spindle. 
When    they  used   the   sand   in   boring,   they 

no    longer    twirled    the    spindle   on    their 

thighs. 
They  could  not  use  the  sand  unless  they  held 

the  spindle  upright. 
Strongarm   showed   them   how  it  was   done, 

and  all  the  people  tried  it. 
It  was  hard  work  for  one  person  to  twirl  the 

spindle  steadily. 
So  they  began  to  twirl  in  an  easier  way  which 

they  had  learned  when  they  were  young. 


How  the  Cave-men  Bored  Holes  47 

Strongarm  and  Sharpeyes  worked  together, 

and  the  others  worked  in  the  same  way. 
When  Strongarm's  hands  were  near  the  foot 

of  the  spindle,  Sharpeyes'  hands  were  near 

the  top. 
As   Sharpeyes'  hands  began  to  move  down 

the    spindle,    Strongarm    began    again    to 

twirl  at  the  top. 
Sometimes    they  were   awkward    in    moving 

their  hands. 
Then   the  spindle  did  not  work  so  well,  so 

they  tried  to  keep  the  same  time  with  their 

hands. 
They  worked  together  best  when  they  sang 

as  they  worked,  and  the  singing  kept  them 

from  getting  tired. 
Once  when  they  stopped  to  look  at  their  work, 

Strongarm  picked  up  a  strap  that  was  on 

the  ground. 
He    carelessly    wound    it    once    around    the 

spindle,  keeping  hold  of  one  end  of  the 

strap. 


48  The  Early  Cave-men 

Then  Sharpeyes  picked  up  the  other  end  of 
the  strap,  and  Strongarm  jerked  the  end 

that  he  held. 

They  did  this  a  few  min- 
utes just  in  play,  but  at 
last  they  began  to  do  it 
in  earnest. 

Strongarm  placed  the  end 
of  the  spindle  in  the 
shallow  hole  that  he  had 
made  in  the  sabre  tooth. 

Then  he  and  Sharpeyes 
began  to  twirl  the  spin- 
dle with  the  strap. 
x  But  there  was  nothing 

it^       to   keep  the  spindle 

A  strap  drill  weighted  with  stones  from    f 3  1 1 1  n  Q~ 

So  they  tried  to  hold  it  with  a  piece  of  wood. 
They  made  a  shallow  hole  in  the  wood  to  fit 

the  top  of  the  spindle. 
Then  while  Strongarm  and  Sharpeyes  pulled 

the  strap,  a  boy  held  the  spindle  in  place. 


How  the  Cave-men  Bored  Holes 


49 


Soon  the  spindle  was  working  steadily,  and 

the  hole  was  becoming  deeper  and  deeper. 
When  they  had  bored  a  hole  halfway  through 

the  tooth,  they  began  to  bore  from  the  oppo- 
site side. 

All  the  Cave-men  came  up  to  see  them  work. 
As  soon  as  the  hole  was  made,  Strongarm 

took  a  cord  of  braided  sinew  and  hung  the 

sabre  tooth  at  his  side. 
After  that  he  always  wore 

the  trophy. 
Sometimes  he  used  it  for  a 

knife  and  sometimes  for 

a  saw. 
Every  one    who   saw   this 

rare   trophy  knew   thats 

Strongarm  was  a  brave 


man 


A  bow  drill 


THINGS  TO   DO 


Make  a  collection  of  things  that  you  can  use  for  awls. 
Find  something  that  will  do  for  the  spindle  of  a  drill. 
Show  how  to  drill  a  hole  by  twirling  the  spindle  or  awl 
on  the  thigh. 


50  The  Early  Cave-men 

Show  how  one  person  can  twirl  an  upright  spindle, 
Show  how  two  persons  can  twirl  an  upright  spindle  with 

their  hands. 
Show  how  they  can  do  it  with  a  strap.      Can  you  think 

why  stones  are  sometimes  bound  to  the  shaft  of  a 

drill? 
Look  at  the  picture  of  the  bow  drill  and  see  if  you  can 

make  one. 
Draw  a  picture  of  the   Cave-men  working  upon   their 

trophies. 


IX 

THINGS  TO   THINK  ABOUT 

Think  of  as  many  tools  and  weapons  as  you  can  that 

the  Cave-men  found  ready  to  use. 
What  could  they  find  to  make  into  tools  and  weapons  ? 

Why  did  they  not  use  large  boards  and  metals  ? 
Why  did  they  put  handles  on  their  tools  and  weapons? 
Think  of  as  many  ways  as  you  can  of  fastening  handles 

to  tools  and  weapons. 

Making  New   Weapons 

The  Cave-men  liked  their  new  home. 

They  were  able  to  work  better  when  they 
were  warm  than  when  they  were  shiver- 
ing with  the  cold. 


Making  New  Weapons 


51 


They  found  more  time  to  improve  their  tools 

and  weapons. 
One  day  they  began  to  make  weapons  of  the 

bones    they   found 

in  the  cave. 
Many  of  the   bones 

were     good     for 

clubs. 
Others  were  good  for 

handles  of  weap- 
ons. 
After  the  Cave-men 

had  sorted  out  the 

bones    that    they 

wanted,  they  went 

to    hunt    stones 

along   the    margin 

of  the  stream.  ' 

They     Wanted       StOneS  " They  made  them  into  weapons' 

that  were  good  for  hammers. 
So  they  hunted  for  smooth,  round  stones  that 
were  hard  to  break. 


52  The  Early  Cave-men 

They  wanted  other  stones  for  knives,  spears, 

and  axes. 
So  they  hunted  for  stones  that 

broke  with  a  sharp  edge. 
They    struck    the    sharp    edges 
with  hammer  stones  to  see  if 
they  crumbled  under  a  heavy 
blow. 

When   they   found    stones   that 
crumbled    they  threw    them 
away,  but  they  kept  the  stones 
that  were  tough  and  strong. 
When  they  had  chipped  off  a  few 
large  flakes  they  carried  the 
rough  stones  to  the  cave. 
There  they  made  them  into  weapons. 
They  did  not  chip  the  hammer  stones, 
but  fastened  handles 


"  They  chipped  off  a 
few  large  flakes 


"Some  handles  were  long 
bones  that  were  large  at  the  joint 


to  them. 
Some  handles  were  long 

bones  that  were  large  at  the  joint. 
Other  handles  were  made  of  forked  branches. 


Making  New  Weapons 


53 


Sharpeyes    found    a   hammer    stone   with    a 
groove  around  the  center  and 
fastened  a  handle  to  it. 

He  cut  a  slender  branch  of  a  sap- 
ling and  bent  it  around  the 
groove. 

Then  he  twisted  the  ends  and  held 
them  close,  while  he  bound 
them  with  rawhide. 

The  Cave-men  liked  this  hammer 
so  well  that  they  made  other 
hammers  like  it. 

They  made  long  handles  for  their 
knife  points,  so  that  they  be- 
came real  spears. 

They  put   handles  on  the  spear- 
heads in  many  ways. 
Sometimes  they  bound 
the   spearhead    be- 
tween the   split  end 

of  a  long  stick,  and  covered  the  binding 
with  pitch. 


"  They  put  handles 
on  the  spearheads  in 
many  ways 


"The  Cave-men  liked  this  ham- 
mer so  well  that  they  made  other 
hammers  like  if 


54  The  Early  Cave-men 

Sometimes  they  drove  the  spearhead  into  the 

soft  part  of  a  large 
horn. 
Sometimes  they  drove 

" Other  handles  were  made  of  it     intO     the     pith     of 

forked  branches  "  11 

a  branch. 

They  always  tried  to  bind  the  handle  so  that  it 
would  stay,  for  they  sometimes  got  hurt 
when  a  handle  came  off. 

THINGS  TO   DO 

Find  stones  that  will  make  good  hammers.     Tell  why 

they  are  good  for  hammers. 
Find  stones  that  are  good  for  knives,  axes,  and  spears. 

Tell  why  they  are  good  for  such  weapons. 
Find  bones,  horns,  or  sticks  that  are  good  for  handles. 

See  if  you  can  put  handles  on  hammers  or  spears. 
Notice  how  handles  are  put  on  tools  nowadays. 
Show  as  many  ways  as  you  can  of  fastening  handles  to 

tools  and  weapons. 
See  if  you  can  find  a  tool  whose  handle  is  fastened  in  a 

way  that  the  Cave-men  did  not  use. 
Tell  where  you  can  find  the  best  stones  for  tools  and 

weapons. 

Why  do  people  not  use  stones  for  tools  nowadays? 
Find  out  what  small  stones  are  used  for  to-day. 
How  do  you  use  stones? 


How  the  Women  Dressed  Sabre-tooth's  Skin 


55 


X 


THINGS  TO  THINK  ABOUT 


What  do  you  think  the  women  were  doing  while  the 
men  were  working  on  their  weapons  ? 

What  tools  and  weapons  did  the  women  need  ?  Do  you 
think  that  they  made  them  themselves  ? 


,   ~-> 


How  the  women  dressed  skim 


How  the  IV omen  Dressed  Sabre-tooth 's  Skin 

While  the  men  worked  upon  their  trophies  and 
weapons,  the  women,  too,  were  working. 

They  had  gone  to  the  river  banks  to  get  stones 
to  make  into  tools. 


56  The  Early  Cave-men 

They  were  ready  to  dress 
old  Sabre-tooth's  skin, 
so  they  hunted  for  stones 
that  would  make  good 
scrapers. 

|P  They  shaped    the   stones 
by  chipping  the^n  with 
one  side  of  scraper  hammer  stones,  but  they 

did  not  make  handles  for  them. 
If  the  rough  edges   hurt   their   hands,  they 

wrapped  the  scraper  in  a  piece  of  skin. 
When  the  scrapers  were  ready,  they  found  a 
smooth  spot  where   they  stretched   out 
Sabre-tooth's  skin. 

Then    they  made   little   slits   all   around   the 
edge  and  drove  little  pegs 
through  them. 

They  scraped  off  thin  shav- 
ings from  the  inner  side, 
but  they  were  careful  not 
to  spoil  the  skin  by  cut- 
ting through  it.  opposlte  side  ofscraper 


How  the  Women  Dressed  Sabre-tooth's  Skin         57 

When  they  had  a  smooth  surface,  they  rubbed 

it  with  fat  so  as  to  make  it  soft. 
Sometimes   they   chewed    the    hard  parts  to 

make  them  soft. 
When   the  skin  was   smooth   and   soft,  they 

dried  it  in  the  sun. 
Then  they  took  it  into  the  cave. 
Sabre-tooth's  skin  was  too  large  to  wear  every 

day,  but  Strongarm  wore  it  on  feast  days. 

THINGS   TO   DO 

Show  how  the  women  stretched  the  skin  upon  the  ground. 

Show  how  they  scraped  it  and  rubbed  it  with  fat. 

Find  a  stone  or  a  shell  that  will  make  a  good  scraper. 

Get  a  skin  at  the  meat  market  and  see  if  you  can  dress  it. 

Name  things  that  you  wear  that  are  made  of  fur. 

Name  things  made  of  fur  that  men  and  women  wear. 

F^ind  as  many  other  uses  of  fur  as  you  can. 

Where  does  the  fur  that  we  use  come  from  ?  Ask  some 
one  to  tell  you  how  it  is  prepared  for  use. 

Can  you  think  why  fur  is  more  expensive  now  than  it 
used  to  be?  Why  should  we  be  careful  about  kill- 
ing wild  animals  ? 

Name  the  things  you  have  that  are  made  of  leather. 

Visit  a  tannery  and  ask  some  one  to  tell  you  about  it. 

Draw  a  picture  of  the  women  dressing  Sabre-tooth's  skin. 


58  The  Early  Cave-men 

XI 

THINGS  TO   THINK  ABOUT 

Why  did  the  Cave-men  need  more  clothing  than  the 

Tree-dwellers  had  ? 
Do  you  know  whether  they  had  cloth?     What  could 

they  use  instead  of  cloth  ? 
How  do  you  think  they  sewed? 

How  many  ways  do  you  know  of  lacing  up  your  shoes? 
What  did  the  Cave-men  use  instead  of  scissors  ? 
What  do  you  think  they  used  for  needles  and  thread  ? 

How  the  Cave-men  Made  Clothing 

During  the  summer  the  Cave-men  did  not 
wear  much  clothing. 

They  dressed  about  the  same  as  the  Tree- 
dwellers. 

When  they  were  in  the  cave,  they  did  not 
need  clothing,  for  it  was  always  warm  in 
the  cave. 

But,  as  winter  came  on,  they  were  cold  when 
they  went  out  to  hunt. 

Sometimes  they  tried  to  keep  warm  by  run- 
ning, or  by  swinging  their  arms. 


How  the  Cave-men  Made  Clothing  59 

The  skins   that  they  wore  for  trophies   also 

helped  them  to  keep  warm. 
But,  as   it   grew  colder,  they  began 

to  wear  larger  skins. 
If  they  could  not  find  a  skin  that  was 
large  enough,    they  pieced   small 
skins  together. 
Where  we  would  use  scissors,  they 

used  a  stone  knife. 
Where  we  would  use  a  needle,  they 

used  a  bone  awl. 

They  trimmed  off  the   ragged  edges    " H™ 
and  punched  holes  in  the  places  they 

wished  to  sew. 

Then  they  laced  them  together  with 
sinew  thread,  as  you  lace  up  your 
shoes. 

They  fastened  the  garment  over  the 
I  shoulder  by  tying  it  with  strong 

•J  straps. 

fj      Sometimes  they  fastened  their  gar- 
A  buckle  ments  with  buckles. 


A  bone 


60  The  Early  Cave-men 

These  skin  garments  covered  only  part  of  the 
body,  but  they  helped  the  Cave-men  keep 
warm  and  strong. 

THINGS  TO    DO 

See  if  you  can  find  things  such  as  the  Cave-men  used 

to  make  a  dress  for  your  doll. 
Find  as  many  ways  as  you  can  of  sewing  by  using  an 

awl  instead  of  a  needle. 
See  if  you  can  find  sinew  or  tough  roots  and  grasses  for 

making  thread. 

XII 

THINGS  TO  THINK  ABOUT 

Can  you  think  why  the  Cave-men  lived  in  clans  instead 

of  in  families  as  we  do  ? 
How  many  men  do  you  think  lived  in  the  fire  clan? 

How  many  women  ?     How  many  children  ? 
What  could  the  children  do  to  help  their  fathers  and 

mothers  ? 
How  do  you  think  the  children  played  ? 

The  Fire  Clan 

Ever  since  the  Tree-dwellers  had  learned  to 
use  fire,  there  had  been  a  fire  clan  on  the 
wooded  hills. 


The  Fire  Clan  61 

There  were  many  other  clans,  too. 

Some  of  them  were  named  after  wild  animals, 
and  some  were  named  after  plants. 

All  the  people  lived  in  clans,  for  it  was  the 
best  way  to  live  at  that  time. 

There  were  enough  men  in  each  clan  to  pro- 
tect it  from  wild  beasts. 

There  were  enough  women  to  do  the  house- 
hold work. 

There  were  many  children,  too. 

But  there  was  room  enough  in  the  cave  for  all, 
and  they  lived  as  if  they  were  one  large 
family. 

Each  child  in  the  clan  was  given  a  name, 
which  was  changed  when  he  became  full 
grown. 

The  name  of  one  of  the  girls  was  Brighteyes. 

Brighteyes  called  every  man  in  the  cave  her 
father,  and  she  called  every  woman  her 
mother. 

All  of  the  children  were  her  brothers  and 
sisters. 


62 


The  Early  Cave-men 


She  did  not  have  any  cousins. 

She  did  not  have  any  uncles  and  aunts. 

At  that  time  no  one  spoke  of  uncles  and  aunts. 

Brighteyes  used  to  play  with  her  brothers  and 

sisters,  and  she  used  to  work,  too. 
She  tried  to  do  what  the  grown  people  did. 
Sometimes  the  children  went  with  their 
mothers  to  hunt  for  roots  and 
nuts. 

But  sometimes  they  had  to  stay 
at  home   to   take  care  of  the 
babies. 
Brighteyes  liked  to  play  with  the 

babies. 

She  would   hunt  for   bright   and 
shining  playthings,  which  she 
strung  on   spruce   root   or    a 
kind  of  tough  grass. 
Then  she  would  dangle  them  over 
the  heads  of  the  babies   and 
iB^'  watch  them   as   they  laughed 

and  crowed. 


A  skin  cradle 


The  Fire  Clan 


63 


rocked  the  babies  in  their  cradles 


Sometimes  the  girls  made  rattles  of  gourds, 

which  the  babies  played  with  for  a  long 

time. 
Sometimes  they  carried  the  babies  on  their 

backs  until  they  got  very  tired. 
Then  they  put  them  in  their  skin  cradles  again 

and  hung  them  on  the  branches  of  a  tree, 
While  they  rocked  the  babies  in  their  cradles 

they  sang  them  little  lullabies. 


THINGS  TO   DO 


Make  some  playthings  for  a  baby  that  you  know. 
See  if  you  can  make  a  skin  cradle  for  your  doll. 


64  The  Early  Cave-men 

XIII 

THINGS  TO  THINK  ABOUT 

How  do  you  think  the  Cave-men  spent  the  winter  ? 

What  kind  of  food  do  you  think  they  ate  ? 

What  do  you  eat  in  the  winter  ? 

Why  could  not  the  Cave-men  have  as  many  kinds  of 

food  as  you  have  ? 
Do  you  think  you  could  stand  it  to  go  out  in  the  cold 

dressed  as  the  Cave-men  were  dressed  ? 

How  the  Cave-men  Spent  the  Winter 

Perhaps  you  think  that  the  Cave-men  spent 
a  dreary  winter. 

It  might  be  dreary  for  you  if  you  had  to  spend 
it  that  way. 

But  the  Cave-men  knew  nothing  about  such 
homes  as  we  have. 

They  lived  in  the  very  best  home  that  any- 
body had  at  that  time. 

That  is  why  they  were  satisfied. 

When  the  weather  was  pleasant  they  went 
out  to  hunt,  but  they  never  had  to  go  far. 


How  the  Cave-men  Spent  the  Winter  65 

The  wild  animals  were  not  yet  afraid  of  men, 

and  so  they  did  not  try  to  get  away. 
By   using  their  spears   and   stone   axes,  the 

Gave-men  got  plenty  of  meat  to  eat. 
But  they  got  so  hungry  for  something  green, 

that  they  ate  the  green  moss  that  they  found 

in  the  stomach  of  the  reindeer. 
Sometimes  they  ate  the  inner  bark  of  trees. 
Sometimes  they  found  nuts  in  squirrels'  nests, 

but   most  of  the  food   that  they  ate  was 

meat. 
In  the  coldest  weather  they  did  not  have  even 

meat,  for  it  was  not  safe  to  hunt  in   the 

biting  cold. 
They  stayed  in  the  cave  for  days  at  a  time 

without  a  taste  of  food. 
Sometimes   they  were   so   hungry  that   they 

chewed  hard  skins,  and  they  even  sucked 

dry  bones. 
But  they  managed  in  some  way  to  live  through 

these  cold  days,  until  the  weather  became 

warmer  again. 


66  The  Early  Cave-men 

THINGS  TO   DO 

Think  of  the  coldest  and  stormiest  day  you  have  ever 
seen,  and  draw  a  picture  showing  how  it  looked. 

Tell  a  story  of  what  Brighteyes  did  during  a  cold  day. 

Tell  a  story  of  what  the  Cave-men  did  one  pleasant  day 
in  the  winter. 

XIV 

THINGS  TO   THINK  ABOUT 

Have  you  ever  noticed  the  bark  of  a  birch  tree  ? 

Do  you  know  what  birch  bark  is  used  for  ? 

Why  is  birch  bark  better  to  make  into  baskets  and  boats 

than  the  bark  of  other  trees  ? 
Can  you  think  of  a  way  of  taking  birch  bark  from  a  tree 

without  splitting  the  bark  ? 

Have  you  ever  seen  bark  that  has  been  mended  ? 
What  do  you  think  the  Cave-men  used  birch  bark  for  ? 
Why  do  you  not  have  the  right  to  peel  birch  bark  from 

any  tree  that  you  see  ? 
Are  there  any  birch  trees  that  you  do  have  the  right  to 

take  bark  from  ? 

What  the  Cave-men  Got  from  the  Birch 

Trees 

When  the  snow  began  to  melt,  the  Cave-men 
were  glad  ;  for  it  was  warm  enough  to  leave 
the  cave. 


What  the  Cave-men  Got  from  the  Birch  Trees       67 

They  spent  their  days  on  the  wooded   hills 

where  many  birch  trees  grew. 
All  the  Cave-men  liked  to  go  to  these  trees. 
They  liked  to  peel  off  the  silvery  white  bark 

that  hung  from  the  older  trees  in  strips. 
They  wanted  to  get  the  tough  inner  bark  that 

was  under  the  smooth  outer  coat. 
They   chewed    the   inner   bark  the  way  you 

chew  gum. 
Sometimes  they  bit  into  the  bark  with  their 

teeth,  and  sometimes   they  cut  it  with  a 

stone  knife. 
Then  they  peeled  it  off  in  strips  with  their 

fingers. 
At  first  they  peeled  it  carelessly  and  gave  no 

thought  to  the  width  of  the  strips. 
But  one  day   Firekeeper  peeled  off  a  wide 

strip. 
There  were  narrow  strips  for  her  to  eat,  so 

she  kept  the  wide  strip  for  a  while. 
One  day  she  began  to  shape  it  with  her  hands 

and  to  fold  in  the  edges. 


88  The  Early  Cave-men 

After  trying  for  a  long  time,  she  made  it  into 

a  basket. 
She  did  not  cut  the  bark,  but  shaped  it  by 

making  folds  in  each  corner  and  fastening 

them  with  sharp  thorns. 
She  gathered  winter  buds  into  the  basket  and 

carried  them  home  to  the  cave. 


' '  This  basket  did  not  last  very  long ' ' 

In  a  few  days  the  thorns  fell  out,  so  Fire- 
keeper  cut  the  bark  and  sewed  the  folds. 

But  this  basket  did  not  last  very  long. 

The  edges  split  and  Firekeeper's  basket  was 
soon  worn  out. 

One  morning  she  went  with  the  other  women 
to  get  birch  bark  for  another  basket. 


What  the  Cave-men  Got  from  the  Birch  Trees       69 

They  had  no  trouble  in  cutting  the  bark  and 
in  loosening  the  edges  with  their  fingers. 

But  as  soon  as  they  tried  to  peel  it,  the  bark 
began  to  split. 

So  they  tried  to  press  evenly  with  their  fin- 
gers against  the  under  side,  but  still  many 
strips  split. 

Finally  Firekeeper  picked  up  the  rib  of  a  deer 
and  pressed  it  under  the  loosened  edge. 

Then  she  carefully  pulled  the  ends  of  the  rib 
and  peeled  off  a  large  piece  of  bark. 

Then  all  the  women  tried  to  peel  bark  by 
using  the  rib  of  a  deer. 

They  carried  the  bark  that  they  peeled  to  the 
cave,  and  sat  down  by  the  fire  to  make 
baskets. 

Nobody  was  satisfied  with  Firekeeper's  bas- 
ket, for  the  corners  were  rough  and  the 
edges  split. 

They  found  that  by  cutting  into  the  sides  of 
the  bark  they  could  fold  it  so  as  to  make 
smoother  corners. 


70  The  Early  Cave-men 

So  they  cut  and  folded  the  bark,  then  sewed 

the  folds  with  spruce  root. 
Then    they    hunted    for   something  to    bind 

around  the  edge, 
so  as  to  strengthen 
the  basket. 

Some  of  the  women 
made  rims  of  tough 
grass,  and  some 

"The  women  always  put  rims  on  their  .          ..... 

baskets  after  that"  USCU    WllloW  StemS. 

These  were  the  first  rims  they  had  ever  made, 
but  the  women  always  put  rims  on  their 
baskets  after  that. 

THINGS  TO   DO 

If  there  is  a  birch  tree  growing  in  your  neighbor  hood,  go 

and  see  it. 
Notice  whether  it  is  a  good  shade  tree.    Does  the  bark  on 

the  young  trees  hang  in  strips  as  it  does  on  the  older 

trees  ? 
If  you  have  the  right  to  do  so,  peel  off  enough  birch  bark 

to  make  a  basket,  a  boat,  or  a  frame. 
When  you  visit  a  museum,  find  as  many  things  as  you 

can  that  are  made  of  birch  bark. 
Find  pictures  of  things  that  are  made  of  birch  bark. 


The  Flood  71 

XV 

THINGS  TO  THINK  ABOUT 

When  the  snow  melts  in  the  spring,  what  happens  to 

the  river  or  stream  in  your  neighborhood  ? 
How  does  the  melted  snow  get  to  the  river  ? 
Have   you   ever   heard   of  rivers   that   are  under   the 

ground  ? 

If  such  a  river-bed  were  dry,  what  would  it  be  ? 
Have  you  ever  seen  a  ravine?     Is  it  anything  like  a 

cave? 
If  the  roof  of  a   cave   fell  in,   what  would  the  cave 

become  ? 
If  the  sides  of  a  ravine  became  worn  down,  what  would 

it  become  ? 
Think  of  ways  in  which  the  cave  might  be  flooded  when 

the  snow  melts  in  the  spring. 
Do  you  know  atlything  about  the  floods  that  we  have 

nowadays  ? 

The  Flood 

Winter  was  almost  gone. 

The  air  was  getting  mild  and  soft. 

The  snow  was  beginning  to   melt,  and   the 

river  was  rising. 
All  along  the  banks  there  were  mountains  of 

snow  and  ice. 


72  The  Early  Cave-men 

H  uge  masses  of  floating  ice  were  carried  along 

by  the  current. 
The    Cave-men    were    watching    the    swiftly 

rising  river. 

They  feared  that  there  might  be  a  flood. 
The   children   were   playing  in   the    melting 

snow  and  wading  in  the  water. 
Sharpeyes  had  just  come  from  the  ravine. 
This  ravine  was  usually  dry  in  summer,  but 

in  winter  it  was  filled  with  snow. 
Now  it  was  a  deep,  dark  stream,  with  black 

and  threatening  water. 
All  the  ravines  were  pouring  their  waters  into 

the  river,  which  was  rising  rapidly. 
Where  the  banks  were  steep  the  river  was 

narrow. 
There  the  water  was  deep,  and  large  masses 

of  snow  and  ice  were  carried  along  by  the 

strong  current. 

At  the  drinking-place  the  banks  were  low. 
There  the  river  was  wider  and  the  current 

was  not  so  deep  and  strong. 


The  Flood 


73 


Small  masses  of  snow  and  ice  were  carried 
along  by  the  current,  but  the  larger  masses 
became  lodged  on  the  bed  of  the  stream. 

In  this  way  the  river  was  forming  a  dam. 


"All  day  long  the  Cave-men  watched  the  river  " 

All  day  long  the  Cave-men  watched  the  river, 
but  at  night  they  went  back  to  the  cave. 

There  were  dark  clouds  in  the  sky;  so  Fire- 
keeper  covered  the  fire  with  ashes,  and 
they  got  ready  for  the  night. 


74  The  Early  Cave-men 

All  but  Firekeeper  were  soon  asleep 

As  she  kept  watch  that  night  there  was  some- 
thing that  troubled  her. 

It  was  not  the  roaring  river. 

It  was  not  the  pouring  rain. 

She  had  heard  those  sounds  before. 

It  was  a  sound  that  was  new  to  her,  and  she 
wondered  what  it  meant. 

It  seemed  to  come  from  deep  down  in  the 
cave,  and  sounded  like  rumbling  water. 

She  did  not  wish  to  frighten  the  clan,  so  she 
let  them  all  sleep. 

She  listened  again. 

She  still  heard  the  roaring  of  the  river. 

She  still  heard  the  pouring  rain. 

Below  it  all  she  heard  that  strange  muffled 
sound. 

It  was  coming  nearer  and  nearer. 

She  felt  water  trickling  over  her  bed  of  moss 
and  leaves. 

At  first  she  thought  it  was  the  rain. 

She  peered  into  the  darkness,  but  saw  nothing. 


The  Flood  75 

She  felt  of  the  running  water. 
It  was  coming  from  the  cave. 
Then  she  called  Strongarm. 
He  quickly  roused  the  people,  and  they  hur- 
ried out  of  the  cave. 
A  moment  more  and  it  would  have  been  too 

late. 
The  water  rushed  up  from  the  dark  narrow 

passage  and  out  through  the  mouth  of  the 

cave. 

There  was  water  everywhere. 
The  frightened  Cave-men   ran   for  the  hills. 
They  climbed  trees,  where  they  stayed  through 

the  long  dark  night. 
When  the  rays  of  the  sun  streaked  the  sky  in 

the   east,   the   Cave-men  were  still   up  in 

the  trees. 
They  looked   out   over   the  valley,  but   they 

scarcely  knew  the  place. 
All  the  land  except  the  hills  was  covered  by 

the  flood. 
All  the  thickets  had  disappeared. 


The  Flood 


The  Flood  77 

Only  the  tops  of  the  trees  stood  above  the 

water. 

The  river  was  dammed  with  snow  and  ice. 
The  water  dashed  against  the  dam,  but   it 

could  not  break  its  way  through. 
It  was  forced  back;    it  was  overflowing  the 

banks;   it  was  flooding  the  land. 
Nobody  had  breakfast  that  morning. 
Nobody  had  a  mouthful  to  eat  all  that  day. 
All   the   Cave-men  watched   the    flood   from 

the  trees. 

They  heard  the  ice  when  it  began  to  crack. 
They  heard  the  roaring  of  the  river  as  it  beat 

upon  the  dam. 
They    knew    that    it    was    wearing    its    way 

through. 

About  midday  there  was  a  loud  crash. 
The  Cave-men  then  knew  that  the  dam  was 

broken. 
They  saw  the  water  pour  through  the  dam 

and  sweep  everything  in  its  path. 
Before  sunset  the  flood  was  gone. 


78  The  Early  Cave-men 

Most  of  the   ice  and  snow  had  been  swept 

away. 
The  Cave-men  were  glad  to  come  down  from 

the  trees,  and  they  hurried  to  see  what  had 

happened  to  their  cave. 


THINGS  TO  DO 

Notice  a  river  or  brook  after  a  heavy  rain  or  the  melting 
of  the  snow. 

See  if  you  can  tell  where  the  current  of  the  river  is. 

Notice  the  difference  in  the  current  in  the  wide  and  nar- 
row parts  of  the  river. 

Find  the  parts  of  the  valley  that  would  be  flooded  if  the 
river  overflowed  its  banks. 

Notice  the  little  holes  that  are  made  in  the  ground  by  the 
rain. 

See  if  you  can  find  a  ravine  made  by  the  rain. 

Model  a  small  river  valley  showing  some  of  the  work  of 
the  rain. 

Change  the  little  pot-holes  so  as  to  make  them  into  caves. 

Change  the  caves  so  as  to  make  them  into  ravines. 

Change  a  ravine  so  as  to  make  a  valley. 

Tell  a  story  of  how  a  pot-hole  became  a  valley. 

Show  in  your  sand  box  the  way  the  cave  was  flooded. 


What  the  Cave-men  Lost  in  the  Flood  79 

XVI 

THINGS  TO  THINK  ABOUT 

Do  you  think  that  the  Cave-men  can  live  in  their  cave 

when  they  go  back  ? 

What  do  you  think  they  lost  in  the  flood  ? 
What  did  the  Cave-men  prize  most  of  all  ? 
Can  you  tell  why  they  thought  the  fire  was  alive? 


IV hat  the  Cave-men  Lost  in  the  Flood 

The  Cave-men  were  anxious  about  their  home, 

so  they  hastened  to  the  cave. 
Their  bare  feet  left  clear  tracks  in  the  layer 

of  fine  mud. 
But  they  were  too  anxious  about  the  fire  to 

think  of  such  things  as  tracks  in  the  mud. 
They  did  not  know  much  about  the  fire  or 

the  flood,  but  they  thought  that  they  both 

were  alive. 
They  feared  that   the   fire   had   been  driven 

away. 
Vet  they  hoped  to  find  a  few  live  coals  that 

they  could  kindle  into  a  flame. 


80  The  Early  Cave-men 

But  not  even  a  stone  was  left  on  the  spot  to 

mark   the  place  where  the   fireplace   had 

been. 

Everything  had  been  swept  away  by  the  flood. 
Firekeeper  searched  in  vain  for  a  spark. 
When  at  last  she  knew  that  the  fire  was  gone, 

she  wrung  her  hands  and  wailed. 
The  people  joined  in  Firekeeper's  cries  until 

Strongarm  comforted  them. 
Strongarm   hoped   that  their   neighbors   still 

had  fire  and  sent  Sharpeyes  to  find  out. 
Then  he  crept  through  the  mouth  of  the  cave 

to  see  what  had  happened  there. 
The  water  had  gone  down  in  the  large  cavern, 

but  it  was  still  rumbling  below. 
The  floor  of  the  cave  was  wet  and  slippery 

and  covered  with  fine  mud. 
Slowly  Strongarm   groped   his  way  through 

the  dark  and  damp  cavern. 
He  wanted  to  find  Sabre-tooth's  skin. 
He  moved  his  hands  over  the   floor  of  the 

cave  and  into  each  corner  and  crevice. 


What  the  Cave-men  Lost  in  the  Flood  81 

But  no  trace  of  the  skin  could  he  find. 
Then  the  Cave-men  hunted  for  their  weapons, 

but  they,  too,  had  been  carried  away. 
The  Cave-men  had  lost  all  they  had  in  the 

flood. 
When  they  saw  Sharpeyes  coming  they  went 

to  meet  him,  but  he  brought  them  no  good 

news. 

There  was  no  more  fire  on  the  wooded  hills. 
There  was  sorrow  everywhere. 

THINGS  TO  DO 

Show  what  the  Cave-men  did  when  they  went  back  to  the 

cave.     Draw  a  picture  of  them. 
Tell  a  story  of  what  you  think  happened  at  one  of  the 

other  caves. 

XVII 

THINGS  TO  THINK  ABOUT 

How  do  you  think  the  Cave-men  will  get  fire  ? 

Where  can  fire  be  found  without  making  it  ? 

If  the  Cave-men  had  seen  a  place  where  there  were 
natural  fires,  do  you  think  they  would  remember 
where  it  w  as  ? 

What  do  you  think  happened  to  the  wild  animals  dur- 
ing the  flood? 


82  The  Early  Cave-men 

The  Council 

The  cave  was  too  damp  to  live  in  for  several 

days  after  the  flood. 
The    Cave-men    camped    at    its   mouth    and 

waited  for  it  to  dry. 
Not  an  animal  came  near  them  during  that 

time. 

Many  animals  had  been  drowned  in  the  flood. 
Many  more  had  escaped  to  higher  lands. 
The  Cave-men  were  safe  for  a  time,  but  they 

had  to  live  on  bark  and  roots. 
They  knew  that  the  animals  would  return,  so 

they  began  to  make  new  weapons. 
It  was  well  that  they  made  them  as  soon  as 

they  did,  for  the  animals  soon  came  back. 
At  first  the  animals  kept  away  from  the  cave, 

but  when  they  no  longer  saw  the  fire,  they 

began  to  come  up  nearer. 
Then  the  Cave-men  were  frightened. 
Some  of  them  wanted  to  leave  the  cave  and 

live  as  the  Tree-dwellers  had  lived. 


The  Council  83 

But  Strongarm  wanted  to  stay  in  the  cave  and 

to  keep  all  the  people  in  the  clan  together. 
He  knew  that  they  could  not  keep  together 

unless  they  had  fire  again. 
So  he  talked  with  the  bravest  men,  and  they 

decided  to  hold  a  council. 
Messengers  were  sent  to  call  all  the  people 

to  a  meeting  at  the  fire  clan's  cave. 
By  midday  they  had  assembled0 
They  had  not  held  many  councils. 
They  were  not  used  to  obeying. 
At  first  there  was  great  confusion,  and  loud 

and  boisterous  talking. 
Each  had  a  plan  of  his  own0 
But  soon  they  became  more  quiet  and  began 

to  listen  to  the  wisest  men. 
All  eyes  were  soon  turned  toward  an  old  man 

who  had  been  their  mightiest  hunter. 
But  now  he  was  getting  old,  and  his  strength 

was  beginning  to  fail. 
The  old  man  arose  in  the  silence,  and  thus  he 

spoke  to  his  people : 


"The  old  man  arose  in  the  silence,  and  thus  he  spoke  to  his  people 


The  Council  85 

"  Many  years  have  we  lived  on  these  hillsides. 

Our  fathers  lived  here  before  us. 

They  lived  many  years  without  fire. 

They  lived,  and  they  worked,  and  they  waited. 

The  fire  god  came  among  them. 

He  gave  them  burning  branches. 

He  told  them  they  were  his  children. 

He  asked  them  to  feed  him  daily. 

We  have  always  tried  to  obey  him. 

We  have  always  fed  him  daily. 

He  has  given  us  his  protection. 

But  the  water  god  was  angry. 

He  came  in  all  his  fury. 

He  drove  us  from  our  dwelling. 

He  rushed  upon  our  fire  god. 

He  drove  him  far  away. 

Now  the  water  god  has  gone. 

Our  fire  god  may  return. 

He  may  be  near  us  now. 

We  must  search  till  we  surely  find  him, 

We  must  bring  him  home  again." 

For  a  moment  the  old  man  was  silent. 


86  The  Early  Cave-men 

He  waited  for  some  one  to  speak. 

At  last  Strongarm  asked  the  old  man  if  he 

knew  where  the  fire  god  now  lived. 
To  this  the  old  man  responded: 
'That  no  one  knows  truly. 
I  have  heard  that  he  dwells  in  the  dry  wood. 
But  he  seems  not  to  hear  our  voices. 
I  have  heard  that  he  dwells  in  the  mountains. 
Our  fathers  have  been  to  the  mountains. 
They  were  hunting  the  musk  sheep  and  the 

marmot. 

One  night  they  were  tired  and   hungry. 
They  were  seeking  a  place  of  refuge. 
They  saw  a  light  in  the  distance. 
They  ran  to  it. 
They  found  the  flaming  fire. 
It  gave  them  its  protection. 
I  have  heard  there  are  dark  chasms. 
I  have  heard  that  the  fire  springs  from  them. 
I  think  I  can  find  these  mountains. 
But  my  steps  are  getting  feeble. 
I  need  the  help  of  a  young  man. 


The  Council  87 

Who  will  go  on  this  long  hard  journey?" 
Then    Sharpeyes  stepped  forward   and   said 

that  he  would  go  with  the  old  man. 
Everybody  knew  that  Sharpeyes  was  a  brave 

young  man,  and  so  it  was  agreed  that  he 

should  be  the  one  to  go. 

THINGS   TO   DO 

Think  of  the  old  man  as  he  talked  to  the  people. 

Think  of  Sharpeyes  as  he  stepped  forward  and  said  that 

he  would  go. 

Draw  one  of  these  pictures. 
Play  holding  a  council. 

XVIII 

THINGS  TO   THINK  ABOUT 

When  you  go  traveling  where  do  you  stay  at  night  ? 

Where  do  you  think  the  old  man  and  Sharpeyes 

stayed  ? 
Where  do  you  get  food  when  you  travel  ?  Where  would 

the  Cave-men  get  food  ? 
What  new  clothing  do  you  need  before  you  go?    What 

clothing  do  you  think  the  Cave-men  needed  to  get 

ready  to  go  ? 
Did  the  Cave-men  need  anything  that  you  do  not  need  ? 

Why? 


88  The  Early  Cave-men 

The  IVay  to  the  Fire  Country 

The  Cave-men   knew  that   the   fire   country 

was  far  away  from  the  wooded  hills. 
They  knew  that  the  journey  was  a  dangerous 
one,  and  that  the  old  man  and  Sharpeyes 
might  never  return. 

So  they  did  all  they  could  to  help  them  pre- 
pare for  the  journey. 
Much  of  the  way  was 
rocky,  and  they  knew 
their  bare  feet  would 
blister. 

So   they    tried   to   make 
something  to  protect 

How  the  sandal  was  put  on  the  foot  their   feet. 

They  had  not  yet  learned  to  make  shoes  and 
stockings,  but  they  had  often  bound  grass 
about  their  feet. 

They  had  even  learned  to  make  braided  grass 
sandals. 

They  braided  the  grass,  then  sewed  it. 


The  Way  to  the  Fire  Country 


89 


^  j£  P 

made  new 
sandals  of  thick, 
tough  skin' 


Braided  grass  sandals  were  good  while  they 
lasted,  but  they  soon  wore  out. 
So  they  made  new  sandals  of  thick, 

tough  skin. 

Part  of  the  way  was  through  thorny 
thickets,  so  they  needed  some- 
thing to  protect  their  legs. 
They  had  not  yet  learned  to  make 
trousers  or  leggins,  but  they  cut 
strips  of  skin   to  wind   around 
their  legs. 
Skins    that    were    worn   as   clothing   by    day 

served  as  blankets  by  night. 
They  dared  not  burden  themselves  with  food, 

but  trusted  to  killing  game  on  the  way. 
So  they  were  careful  to  take  their  best  spears 

and  axes. 

They  knew  that  their 
weapons  might 
break,  so  they  took 
tools  and  straps 

1       .  i  The  tool  bag  for  carrying  tools  and 

to    mend    them.  straps 


90  The  Early  Cave-men 

Everybody  helped  the  old  man  and  Sharp- 
eyes. 
Everybody  arose  early  the  morning  they  went 

away. 
Sharpeyes  and  the  old  man  put  on  their  new 

clothing,  and   the   women    brought    them 

food  to  eat. 
As  the  old  man  slung  a  hollow  gourd  over 

his  shoulder,  Firekeeper  came  up  and  gave 

him  a  skin  bag. 
Nobody  knew  what   the   bag  was   for   until 

Firekeeper    showed    them   that    it   would 

hold  water. 
The  old  man  was  glad  to  take  it  and  leave  the 

hollow  gourd  at  home. 
Then  the  old  man  and  Sharpeyes  took  leave 

of  their  kinfolk  and  started  out  on  the  long 

journey. 

THINGS  TO   DO 

Make  a  pair  of  sandals  of  something  that  you  can  find 

growing  out  of  doors. 
Draw  a  picture  of  the  Cave-men  helping  the  old  man 

a,nd  Sharpeyes  get  ready. 


''Then  the  old  man  and  Sharpeyes  took  leave  of  their  kinfolk  and  started  out  on 

the  long  journey" 


92  The  Early  Cave-men 

XIX 

THINGS  TO   THINK  ABOUT 

How  do  you  think  Firekeeper  made  the  skin  water  bag  ? 
Where  did  the  Cave-men  get  water?     When  did  they 

need  to  carry  water  ? 
Name  as  many  things  as  you  can  that  they  could  use 

for   carrying  water   before  they  learned   to   make 

water  vessels. 
What  do  we  use  to  carry  water  ?    Where  does  the  water 

that  we  drink  come  from  ? 

How  Firekeeper  Made  the  Skin  Water  Bag 

The   Cave-men   watched    the   old    man    and 

Sharpeyes  until  they  passed  out  of  sight. 
Then  the  men  went  out  on  the  hills,  while 

the  women  and  children   dug  roots  near 

the  cave. 
After  a  while  they  climbed  a  large  oak  tree 

and  sat  on  its  strong  spreading  branches. 
Then  Brighteyes  asked  Firekeeper  about  the 

bag,  and  how  she  happened  to  make  it. 
All  the  children    liked  to    hear    Firekeeper 

talk. 


How  Firekeeper  Made  the  Skin  Water  Bag          93 

She  often  told  them  of  the  brave  deeds   of 

their  fathers. 
She  often  showed  them  how  to  make  useful 

things   that    their    mothers    knew  how  to 

make. 
They  all  wanted  to   hear  her  now,   so  they 

tried  to  get  close  beside  her. 
She  told  them  of  Sharptooth  and  the  way  she 

got  water  by  drinking  it  from  the  stream. 
Then  she  told  how  Bodo  got  fire,  and  how 

people  began  to  live  around  the  fireplace. 
As  soon  as  people  learned  to  work  together, 

they  often  went  far  away  from  the  stream. 
When  the  women  went  berrying  far  from  the 

river,  they  became  thirsty  before  they  got 

home. 
One  day  they  found  water  in  a  hollow  gourd 

that  had  been  filled  by  the  rain. 
They  took  the  gourd  with  them  when  they 

went  home  and  used  it  for  carrying  water. 
Afterward  they  learned  to  hollow  out  gourds 

and  to  use  them  for  water  vessels. 


94  The  Early  Cave-men 

Sometimes  they  left  part  of  the  vine  on  the 
gourd  and  used  the  vine  for  a  carrying 
strap. 

When  they  pulled    the    gourd  off  from    the 

vine,  they  had  to  make  a 
strap  for  the  gourd. 

Sometimes  the  gourd 
broke  and  spilled 
the  water,  so  they 
wove  a  coarse  net- 
ting of  wild  vines 

' ' They  wove  a  coarse  netting  of  and        C  O  V  C  F  C  Q       it 

vines  and  covered  the  gourd 

with  thar  with  that. 

All  the  children  had  seen  gourd  water  vessels 

and  had  used  them  many  times. 
Brighteyes  had  learned  to  make  the  netting, 

so  Firekeeper  did  not  stop  to  show  how 

it  was  made. 
All  were  anxious  to  hear  about  the  skin  bag, 

so  Firekeeper  went  on  with  her  story. 
She  told  them  that  she  had  been  thinking  of 

the  dry  rocky  country  for  several  days. 


How  Firekeeper  Made  the  Skin  Water  Bag         95 

She  knew  that  the  men  must  pass  through  it, 

and  she  feared  they  would  die  of  thirst. 
She  was  afraid  to  trust  the  gourd  water  ves- 
sel at  such  a  time  as  this. 
She  wished  the  gourd  were  as  strong  as  skin. 
Then  she  wondered  if  she  could  make  a  skin 

bag. 
The  next  day  when  she  was  skinning  a  hyena 

she  happened  to  think  of  a  way  to  do  it. 
Instead  of  cutting  the  skin  straight  down  the 

breast  line,  she  tried  another  way. 
After  cutting  off  the  feet  and  the  head,  she 

loosened  the  skin  and  slipped  it  off  almost 

whole. 
She  scraped  it  and  softened  it  with  fat,  and 

tied  up  the  legs  with  straps. 
Then  she  fastened  a  strap  to  the  bag. 
It  was  finished  just  in  time  for  the  men  to 

take  it  with  them. 
The  story  was  now  ended,  so  the  women  and 

children  got  down  from  the  tree  and  started 

back  to  the  cave. 


96  The  Early  Cave-men 

THINGS  TO   DO 

Think  of  Firekeeper  and  the  children  as  they  sat  in  the 

tree.     Draw  a  picture  of  them. 
Find  as  many  things  as  you  can  that  the  Cave-men  might 

have  used  to  carry  water. 
Make  a  water  vessel  of  a  gourd,  a  melon,  or  something 

that  you  can  find. 

Perhaps  you  can  ornament  your  water  vessel. 
Draw  a  picture  of  the  skin  water  bag. 

xx 

THINGS  TO    THINK  ABOUT 

What  do  you  think  the  Cave-men  will  do  while  the  old 

man  and  Sharpeyes  are  gone  ? 
How  will  they  keep  the  animals  out  of  the  cave  ? 

Why  Firekeeper  Made  a  Door 

The  day  after  the  old   man  and   Sharpeyes 

went  away,  a  cave-bear  came  up  toward 

the  cave. 
The  women  sent  the  children  into  the  cave 

and   grasped  their  weapons   to   help    the 

men. 
The  bear  turned  and  went  away. 


Why  Firekeeper  Made  a  Door  97 

But  the  Cave-men  were  afraid  that  he  would 

come  back. 
They  could  defend  themselves  at  the  mouth 

of  the  cave,  but  they  had  to  go  out  to  get 

something  to  eat. 
They  were  afraid  to  leave  the  children  alone 

for  fear  the  cave-bear  might  get  them. 
At  last  they  thought  of  shutting  them  up  in 

the  cave. 
They  had  never  seen  nor  heard  of  a  door,  but 

they  knew  how  to  heap  up  piles  of  stones. 
So  they  rolled  up  large  stones  and  piled  them 

up  until  part  of  the  entrance  was  blocked. 
They  did    not  want    to  wall    up    the    whole 

mouth,  for  the  stones  were  too  heavy  to 

move  every  day. 
But  they  wanted  to  close  the  mouth  of  the 

cave  so  as  to  keep  the  cave-bear  out. 
Everybody  tried  to  find  a  way  to  do  it,  and 

at  last  Firekeeper  got  an  idea  for  a  door. 
Perhaps  you  would  not  call  what  she  made  a 

door,  but  it  was  a  good  door  for  that  time. 


,     t! 


"They  rushed  upon  him  with  their  knives  and  spears" 


Why  Firekeeper  Made  a  Door  99 

Firekeeper  made  it  of  tough  branches. 

She    stuck   several   large   branches   into    the 

ground  and  wove  smaller  ones  among  them. 
When   the   door   was  finished,  the  women 

pulled  up  the  large  branches  and  carried 

the  wicker-work  door  to  the  cave. 
They  set  it  between  the  stones  so  as  to  close 

the  mouth. 
After  that  they  shut  the  children  in  the  cave 

when  they  went  out  to  hunt. 
But  the  cave-bear  still  prowled  around. 
When  the  women  came  home  from  the  woods 

one  day,  the  cave-bear  was  at  the  door. 
They  rushed  upon  him  with  their  knives  and 

spears. 
They  were  torn  and  bruised  by  the  cave-bear, 

but  he  never  troubled  them  any  more, 

THINGS  TO   DO 

If  you  have  a  playhouse,  try  to  make  a  wicker-work  door 

for  it. 
Tell  a  story  of  what  the  children  did  when  they  saw  the 

cave-bear  through  the  holes  in  the  door. 
Model  a  cave-bear  in  clay. 


100  The  Early  Cave-men 

XXI 


THINGS  TO  THINK  ABOUT 


Can  you  think  what  kind  of  a  place  the  fire  country  is  ? 

Can  you  tell  where  we  get  oil  and  gas  to  burn  ?  If  a 
natural  oil  well  should  take  fire,  what  would  hap- 
pen? 

Have  you  ever  seen  a  volcano  ? 

The  Stranger  That  Came  Toward  the  Cave 

Many  days  passed,  and  each  day  the  Cave- 
men missed  the  fire  more  and  more. 

They  missed  the  old  man  and  Sharpeyes. 

They  hoped  they  would  soon  come  home. 

But  as  the  days  went  by  and  they  did  not 
come,  the  Cave-men  feared  they  would 
never  return. 

One  day  about  sunset  they  went  into  the  cave. 

As  Firekeeper  was  fastening  the  door  of  the 
cave,  she  saw  a  stranger  coming. 

She  called  the  others  to  look. 

They  hoped  they  would  see  their  friends,  but 
this  man  seemed  a  stranger. 

He  was  hardly  able  to  walk. 


The  Stranger  That  Came  TowarcT  the  Cave         101 

His  garments  were  torn  and  tattered. 

His  limbs  were  bruised  and  bleeding. 

As  the  Cave-men  looked  in  silence,  he  sank 

exhausted  to  the  ground. 
Then  the  Cave-men  gathered  around  him. 
They  raised  him  up  and  looked  into  his  face. 
They  could  scarcely  believe  what  they  saw. 
It  was  Sharpeyes. 

No  wonder  they  did  not  know  him. 
He  had  been   one  of  their  bravest  hunters. 
He  had  left  them  young  and  happy,  but  now 

he  looked  old  and  haggard. 
He  seemed  to  be  crushed  with  sorrow. 
They  carried  him  into  the  cave  and  bathed 

his  tired  feet. 

They  dressed  his  wounds. 
At  last  he  moved,  and  they  spoke  to  him. 
They  asked  about  the  old  man. 
They  asked  if  he  had  found  fire. 
But  Sharpeyes  could  not  answer. 
He  fell   into  a  deep   sleep,  and  he  was  still 

sleeping  long  after  the  morning  sun  arose. 


"They  carried  him  into  the  cave 


The  Journey  to  the  Fire  Country  103 

THINGS   TO   DO 

Show    how    the    Cave-men    acted   when    they  saw    the 

stranger  coming  toward  the  cave. 
Show  how  they  helped  Sharpeyes  to  the  cave. 
Draw  a  picture  showing  the  part  that  you  like  best. 

XXII 

THINGS  TO   THINK  ABOUT 

What  do  you  think  the  Cave-men  will  do  while  Sharp- 
eyes  is  sleeping  ? 

Why  will  everybody  on  the  wooded  hills  want  to  hear 
his  story  ? 

What  do  you  think  his  story  will  be  ? 

The  Journey  to  the  Fire  Country 

Before  sunrise  Strongarm  had  sent  word  to 
all  the  people  on  the  hills  that  Sharpeyes 
had  returned. 

He  told  them  to  meet  at  the  fire  clan's  cave. 

All  were  anxious  to  hear  Sharpeyes'  story. 

Some  of  the  Cave-men  still  hoped  that  the 
old  man  would  come  with  fire. 

But  others  feared  he  would  never  return. 

About  noon  Sharpeyes  awoke. 


104  The  Early  Cave-men 

The  women  brought  him  water  and  meat. 

When  he  had  eaten,  all  the  Cave-men  were 
there. 

They  gathered  around  Sharpeyes  in  silence 
and  grew  sad  as  they  looked  in  his  face. 

At  length  Sharpeyes  roused  up  as  if  he  were 
waking  from  a  dream. 

He  recalled  the  morning  that  he  and  the  old 
man  had  started  out  on  their  journey. 

He  spoke  of  the  hope  that  filled  their  hearts. 

He  told  of  the  long  and  difficult  way  and  of 
the  trouble  they  had  in  crossing  the  moun- 
tains. 

At  last  they  reached  the  dry,  rocky  country, 
where  the  old  man  led  the  way. 

He  knew  where  to  look  for  the  cool  mountain 
springs,  where  they  drank  and  filled  the 
water  bag. 

They  journeyed  onward  many  a  day,  climb- 
ing steep  and  rocky  heights. 

At  last  they  saw  flames  of  fire  in  the  distance. 

They  eagerly  hastened  to  their  journey's  end. 


"They  watched  the  fire  dart  up  toward  the  sky 


106  The  Early  Cave-men 

They   were    tired    and    hungry    when     they 

reached  the  fire  country,  but  their  hearts 

were  filled  with  joy. 
They  were  glad  to  be  near  the  fire  god  once 

more. 
They  watched   the  fire  dart   up  toward   the 

sky. 

It  seemed  to  come  from  deep,  dark  chasms. 
They  stayed  in  the  fire  country  several  days. 
After  mending  their  weapons,  they  hunted  a 

while. 

They  cooked  their  meat  in  the  flaming  fire. 
They  slept  on  the  ground  beside  the  fire. 
When  they  were  rested  they  started  home. 
They  lighted  some  punk  and  put  it  in  their 

tool  bag. 
Then  they  lighted  their  torches  and  set  out 

on  their  homeward  way. 

As  they  traveled  they  talked  of  their  friends. 
Their  hearts  were  glad,  for  they  hoped  to 

bring  happiness  to  all  the  people  on  the 

wooded  hills. 


The  Return  From  the  Fire  Country  107 

THINGS  TO   DO 

Play  that  you  are  the  Cave-men,  and  let  some  one  tell 
Sharpeyes'  story  while  the  others  listen  to  it. 

See  if  you  can  find  some  punk.  Why  do  you  think  that 
the  men  put  punk  in  their  tool  bag? 

Tell  all  that  you  know  about  the  fire  country.  Draw  a 
picture  of  it. 

XXIII 

THINGS  TO   THINK  ABOUT 

What  do  you  think  had  become  of  the  old  man  ? 
How  do  you  think  the  Cave-men  will  get  fire  ? 

The  Return  From  the  Fire  Country 

While  Sharpeyes  was  talking  he  seemed  to 
be  hopeful. 

But  now  his  head  fell,  and  he  seemed  unwill- 
ing to  speak. 

Strongarm  urged  him  to  go  on. 

At  length  he  continued  the  story,  but  his  voice 
was  filled  with  sadness. 

He  told  how  the  first  few  days  of  their  jour- 
ney everything  went  well. 


108  The  Early  Cave-men 

They  stopped  for  nothing  but  food  and  sleep, 
for  they  were  anxious  to  get  home. 

No  animal  disturbed  them  on  their  way  as 
long  as  they  had  fire. 

But  one  day  the  sky  grew  dark. 

A  heavy  rainstorm  beat  down  upon  them  and 
put  out  the  fire  they  carried, 


"A  big-nosed  rhinoceros  was  watching  them" 

But  since  they  had  burning  punk  in  the  bag, 
they  thought  they  could  light  their  torches 
again. 

They  waited  for  the  rain  to  cease. 

Then  they  took  the  punk  from  the  bag  and 
tried  to  light  their  torches. 


The  Return  from  the  Fire  Country  109 

But  the  wood  was  damp,  and  it  was  hard  work 

to  fan  the  spark  into  a  flame. 
They  worked  so  busily  that  they  thought  of 

nothing  except  the  fire. 
They  did  not  see  a  big-nosed  rhinoceros  that 

was  watching  them  from  among  the  trees. 
He  was  almost  upon  them  before  they  thought 

of  danger. 
Then  they  quickly  sprang  for  the  tree,  but 

the  old  man  lost  his  hold. 
He  fell  and  was  trampled  by  the  monstrous 

beast. 
The  rhinoceros  tore  up  the  ground  with  his 

horns  until  he  had  spent  his  rage. 
Then  he  tramped  off  through  the  woods. 
Sharpeyes  paused  again. 
His  voice  choked,  so  that  he  could  scarcely 

speak. 
At  length  he  told  how  he  slipped  down  from 

the  tree  and  found  the  old  man  dying. 
He  carried  him  out  to  a  grassy  spot,  where 

the  old  man  died. 


110  The  Early  Cave-men 

Sharpeyes  covered  his  body  with  leaves  and 

raised  a  mound  of  stones  above  it. 
Then  he  went  back  to  the  tree  and  searched 

for  the  lighted  punk. 
But  there  was  no  punk  to  be  found. 
The   rhinoceros   had    trampled  it  under   his 

feet. 

In  vain  Sharpeyes  tried  to  find  a  spark. 
When  at  last  he  knew  that  the  fire  was   all 

gone,  he  decided  to  go  back  to  the  fire 

country. 
He   went  as  far  as  the  dry,  rocky  country, 

where  he  was  chased  by  a  pack  of  wolves. 
He   barely   escaped    to   a   neighboring   tree, 

where   the  wolves   kept   him  treed  for  a 

day. 
When  the  wolves  went  away,  he  was  nearly 

starved ;    he  was   tired   and    discouraged, 

too. 
His  clothing  was  torn,  and  his  weapons  were 

lost ;  so  he  dared  not  cross  the  dry  country 

again. 


The  Return  from  the  Fire  Country  111 

He  turned  his  face  toward  home  once  more, 
though  he  scarcely  hoped  to  make  the 
journey. 

He  had  many  narrow  escapes,  but  he  did  not 
wish  to  talk  about  them. 

For  a  few  moments  there  was  a  deep  silence. 

Then  the  Cave-men  wept. 

They  mourned  for  the  old  man. 

They  mourned  for  the  loss  of  fire. 

They  had  lost  all  hope. 

They  were  filled  with  despair. 

THINGS  TO   DO 

Tell  the  story  that  Sharpeyes  told  to  the  Cave-men. 
Draw  a  picture  of  Sharpeyes  as  he  was  telling  the  story. 
Think  of  Sharpeyes  as  he  was  chased  and  treed  by  a 

pack  of  wolves. 
Draw  a  picture  of  him  when  the  wolves  were  keeping 

him  in  the  tree. 
Model  the  fire  country  in  one  end  of  your  sand  box  and 

the  home  of  the  fire  clan  in  the  other. 
Model  the  places  that  Sharpeyes  and  the  old  man  traveled 

across  in  going  to  the  fire  country. 
Show  the  places  where  you  think  they  found  trails. 
Tell  how  you  think  the  trails  were  made  and  what  they 

were  used  for. 


112 


The  Early  Cave-men 


XXIV 

THINGS  TO  THINK  ABOUT 

What  do  we  burn  in  our  fires? 

How  do  we  light  the  different  fires  that  we  have  ? 

What  do  we  burn  for 
light  ? 

How  do  we  light  our 
lights  ? 

Find  out  how  your 
grandfather  and 
grandmother  used 
to  light  their  fires. 

Find  out  what  they 
used  for  lights  and 
how  they  took  care 
of  them. 


Making  fire  with  a  strap  drill 


Do  you  know  how  the  Eskimo  used  to  get  fire? 

Strongarm  Makes  a  Great  Discovery 

When  the  Cave-men  had  heard  Sharpeyes' 
story,  they  went  back  to  their  caves. 

The  fire  clan  was  left  alone  again. 

Strongarm  spoke  of  going  to  the  fire  country 
himself,  but  it  did  not  seem  best  to  leave 
the  people  just  then. 


Strongarm  Makes  a  Great  Discovery  113 

Some  of  the  men  had  already  left  the  cave, 

and  gone  to  live  as  the  Tree-dwellers  lived. 
Strongarm  was  trying  to  keep  the  rest  of  them 

together. 
He  feared  that  he  would  not  be  able  to  do  it 

unless  he  could  get  fire. 
For  several   days   after  that,   the   Cave-men 

thought  that  Strongarm  seemed  queer. 
Wherever  he  went  he  carried  the  drill  that 

he  used  in  boring  holes. 
Sometimes  he  carried  a  bundle  of  sticks  under 

his  arm. 
Sometimes  he  worked  with  all  these  things 

in  a  corner  of  the  cave. 
None  of  the   Cave-men  knew  what  he   was 

doing,  but   they  heard  him  mumbling  to 

himself. 
Once  they  saw  him  start  up  quickly  and  go 

away  from  the  cave. 
Nobody  knew  where  he  went,  and   nobody 

knew  what  he  did. 
Strongarm  was  very  sad. 


114  The  Early  Cave-men 

His  heart   was  sore   for   his  people,  for 

they  were  in  great  distress. 
He  believed  that  the  fire  god  dwelt  in  the 
wood,  and  he  was  trying  to  persuade 
him  to  come  out. 

He  had  noticed  that  the  drill  became 
warm  by  twirling,  when  he  used  it 
for  boring  holes. 

So  now  he  made  a  drill  of  hard   wood 
and    twirled    it   on  a  piece    of   softer 
wood. 
As  he  twirled  the  stick  he  prayed  to  the 

fire  god. 

He  asked  him  to  come  and  help  the  Cave- 
men. 
When  he  went  away  from  the  cave  that  day, 

he  went  to  find  tinder. 

When  he  came  back  that  night,  he  was  very 

happy;  for  he 
had  a  burn- 
ing torch  in 

A  piece  of  soft  wood  used  as  the  hearth  of  a  fire  drill        \\  1 S    hand. 


A 

drill 
of 


ivcod 


How  the  Cave-men  Received  Strongarm 


115 


THINGS  TO   DO 

Show  how  Strongarm  acted 
when  he  was  twirling 
sticks.  Draw  the  picture. 

Find  some  sticks  that  you  can 
vise  in  making  fire.  Put 
them  in  a  place  where 
they  will  dry. 

Look  at  the  pictures  on  pages 
45,  48,  and  49.  What  is 
the  difference  between  a 
drill  for  boring  holes  and 
a  fire  drill  ? 


sags 


"As  he  twirled  the  stick  he  Prayed 
to  the  fire  god ' ' 


XXV 

THINGS  TO   THINK  ABOUT 

What  do  yon  think  the  Cave-men  did  when  they  saw 

Strongarm  coming  with  fire? 
Do  you  think  he  told  them  how  he  got  it? 
Did  you  ever  have  a  secret  ?     What  kind  of  things  do 

you  wish  to  keep  secret? 
Can  you  think  why  Strongarm  might  wish  to  keep  his 

discovery  a  secret  ? 

How  the  Cave-men  Received  Strongarm 

How  glad  all  the  Cave-men  were  when  they 

saw  Strongarm  coming  with  fire ! 
They  ran  out  to  meet  him  and  shouted  for  joy. 


116 


The  Early  Cave-men 


Firekeeper   lighted    a   fire,   and    the    women 

brought  branches  to  make  it  blaze. 
The  wild  animals  sniffed  it  and  ran  away. 
The    Cave-men    joined    hands    and    danced 
around  the  fire. 


"  The  Cave-men  joined  hands  and  danced  around  the  fire  " 

They  danced  until  they  could  dance  no  more, 
and  then  sat  down  on  the  ground  to  rest 

They  asked  where  Strongarm  found  the  fire, 
but  he  did  not  tell  them  then. 


How  the  Cave-men  Received  Strongarm  117 

Some  of  the  Cave-men  were  very  selfish. 
They  cared  more  for  themselves  than  they  did 

for  the  clan. 

Some  of  the  men  had  already  left. 
Others  were  thinking  of  going  away. 
Strongarm  wanted  to  teach  them  to  help  one 

another. 

So  he  told  them  only  part  of  the  truth. 
He  said  nothing  about  the  fire  drill,  but  he 

told  them  about  his  prayer. 
He   said    that    the    fire  god    came  when    he 

called  him. 

At  this  the  Cave-men  were  filled  with  fear. 
They  looked  upon  Strongarm  in  wonder. 
After  that  they  treated  him  with  great  respect. 
When  they  needed  a  chief,  he  led  them. 
He  was  the  greatest  man  of  the  time. 


THINGS  TO   DO 


Show  how  the  Cave-men  rejoiced  when  Strongarm  came 
with  his  burning  torch.  Draw  the  picture. 

Show  what  you  think  they  did  when  they  were  told  that 
the  fire  god  came  at  Strongarm's  command. 


118  The  Early  Cave-men 

XXVI 

THINGS  TO   THINK  ABOUT 

Do  you  know  why  we  have  Thanksgiving  Day  ? 
How  would  the  Oave-men  show  that  they  were  thank- 
ful ? 

The   Thanksgiving  Feast 

How  thankful    the   Cave-men  were  to   have 

fire  again  ! 

They  wanted  the  fire  god  to  know  it. 
They  wanted  their  neighbors  to  have  fire,  too. 
So  they  sent  a  messenger  with  a  firebrand  to 

invite  them  to  a  feast. 
As  the  messenger  neared  the  cave  where  they 

dwelt,  he  heard  the  people  wailing. 
He  hurried  on  with  the  glad  tidings. 
When  the  people  saw  him,  they  ran  to  meet 

him  and  lighted  firebrands  of  their  own. 
Their  sadness  was  turned  to  joy. 
They  told   the   messenger  that  their  bravest 

man  had  been  killed  that  very  day. 
He  had  been  carried  away  by  a  tiger  while 

standing  near  the  cave. 


"They  shouted  praises  to  the  fire  god" 


120  The  Early  Cave-men 

They  feared  that  the  tiger  would  return,  and 

that  they  all  would  be  killed; 
But  now  that  they  had  fire  again,  they  began 

to  feel  more  safe. 
The   messenger  told   them  what  Strongarm 

had   done,    while   they   stared   with   open 

mouth  and  eyes. 
When    the    messenger   invited   them   to   the 

feast,  they  quickly  made  ready  to  start. 
The  feast  was  ready  when  they  reached  the 

cave. 

The  Cave-men  were  filled  with  joy. 
They  gathered  around  the  fireplace. 
Everybody  was  silent  while  Strongarm  gave 

some  of  the  choicest  meat  as  an  offering 

to  the  fire  god. 
Then  they  all  began  to  eat. 
They  feasted  and  talked  a  long  time. 
They  shouted  praises  to  the  fire  god. 
They  were  thankful  to  have  him  with  them 


again. 


All  the  people  were  happy  once  more. 


What  the  Women  Got  from  the  Spruce  Trees        121 

THINGS  TO  DO 

Play  some  game  where  you  all  join  hands  and  dance 

around  in  a  circle.     Draw  a  picture  of  it. 
How  many  ring  games  do  you  know  how  to  play? 
Play  that  you  are  having  a  thanksgiving  feast. 

XXVII 

THINGS  TO   THINK  ABOUT 

Did  you  ever  go  out  in  the  woods  in  the  spring  to  find 

something  to  eat? 

Have  you  ever  tasted  the  bark  of  any  trees  ? 
If  there  are  any  spruce  trees  near  you,  find  out  what 

they  are  good  for. 

IV hat  the  IV omen  Got  from  the  Spruce  Trees 

All  the  snow  was  now  gone  from  the  wooded 

hills. 
The  people  were  glad,  for  they  were  tired  of 

the  long,  cold  winter. 
They  were  hungry  for  fresh  green  leaves  and 

berries. 
One  day  Firekeeper  took  a  torch  and  started 

out  over  the  hills  to  see  what  she  could 

find  to  eat. 


122  The  Early  Cave-men 

She  found  winter-greens  with  red  berries  half 

hidden  among  the  dry  oak  leaves. 
She  ate  some  and  gathered  a  handful;   then 

she  passed  on  over  the  hills. 
The  sap  of  the  spruce  trees  was  beginning  to 

flow  and  had  hardened  in  places  upon  the 

trunks. 
Firekeeper  bit  off  a  lump  and  chewed  it  until 

she  made  it  into  gum. 
Then  she  bit  off  other  lumps,  and  even   bit 

into  the  inner  bark. 
She  liked  the  taste  of  the  bark,  so  she  peeled 

off  large  pieces  and  ate  them. 
Then  she  gave  a  shrill  call  and  listened  until 

she  heard  a  call  from  the  cave. 
In  a  moment  she  called  again. 
Again  the  answer  carne. 
But  this  time  the  voices  were  nearer. 
Then  Firekeeper  knew  that  the  women  and 

children  were  coming. 
Soon  she  heard  their  calls  again,  and  again 

she  called  to  them. 


What  the  Women  Got  from  the  Spruce  Trees         123 

This  happened  several  times,  each  time  the 

voices  sounding  nearer. 
In  this  way  Firekeeper  helped  the  women  to 

find  the  way  to  the  spot. 
She  kept  watch  until  they  came  in  sight. 
There  were  women  carrying  flaming  torches, 

and  others  with  babies  strapped   to  their 

backs. 
Children  followed  close  to  their  mothers'  heels 

or  ran  along  beside  them. 
The  cradles  were  hung  on  the  branches  of 

the  trees. 
While  the  women  were  getting  a  taste  of  the 

bark,    Firekeeper  was    hunting   slender 

twigs  for  baskets. 
All   the  women    soon  joined    Firekeeper  in 

the  work. 
They   broke   off  slender  branches   from    the 

spruce  trees  and  trimmed  them  and  laid 

them  in  bundles. 
Then    they   dug   spruce    roots   with    sharp 

digging  sticks. 


"They  broke  off  slender  branches" 


What  the  Women  Got  from  the  Spruce  Trees         125 

After  eating  all  the  bark  that  they  wished, 

they  played  with  the  children  among  the 

trees. 
The  mothers  strapped  bundles  on  the  little 

girls'  backs,  but   took  the  larger  bundles 

themselves. 
They  strapped   the   cradles  on   top  of  their 

loads. 
They  followed  the  river  path   on  their  way 

home  and  stopped  when  they  came  to  the 

drinking-place. 
After  drinking  the  fresh  cool  water,  they  dug 

shallow  holes  near  the  edge  of  the  stream. 
They  dug  little  troughs  from  these  holes,  so 

that  the  water  of  the  river  could  flow  in. 
Then  they  put  the  spruce  branches  into 

these  holes  and  left  them  there  to  soak. 
When  they  reached  the  cave  that  night  they 

were  tired  and  hungry,  too. 
But  the  men  soon  came  with  plenty  of  meat, 

and  soon  they  were  all  eating  and  resting 

around  the  open  fire. 


126  The  Early  Cave-men 

THINGS  TO   DO 

Go  out  to  some  uncultivated  spot  and  see  if  you  can  find 

twigs  or  branches  that  can  be  made  into  baskets. 
See  if  you  can  peel  the  bark  from  the  stems. 
Soak  some  twigs  in  water  and  see  hoiu  much  easier  they 

will  bend  than  dry  twigs  do. 
See  if  you  can  find  hardened  sap  on  a  spruce  tree.     Make 

it  into  gum. 
Show  how  Firekeeper  and  the  women  called  back  and 

forth. 

XXVIII 

THINGS  TO  THINK  ABOUT 

What  have  you  seen  that  is  made  of  splints  of  wood? 

Find  branches  that  can  be  made  into  splints. 

See  if  you  can  do  anything  to  the  wood  to  make  it  split 

more  easily. 
How  many  splints  do  you  think  the  women  split  the 

stems  into   at   first?     How   could   they   make   flat 

splints  ? 
How  could  they  make  splints  that  were  the  same  width? 

How  the  Women  Made  Splints  for  Baskets 

After  the  spruce  branches  had  soaked  a  few 
days,  the  women  brought  them  to  the  cave. 

While  the  children  played  with  sticks  and 
stones,  their  mothers  made  some  splints. 


Making  splints  for  baskets 


128  The  Early  Cave-men 

They  peeled  off  the  bark  with  their  teeth  and 
nails,  and  split  one  end  of  the  stem. 

Then  they  held  one  piece  with  their  teeth  and 
pulled  the  other  two  pieces  with  their 
hands. 

The  splints  that  they  made  in  this  way  were 
neither  round  nor  flat. 

They  had  three  sharp  corners. 

Two  of  these  corners  were  hard  and  tough, 
but  one  was  soft  and  pithy. 

So  they  bit  the  pithy  corner  and  pulled  off  a 
long  strand  of  pith. 

This  left  a  thick  splint  that  was  nearly  flat. 

The  women  found  that  it  was  hard  work  to 
split  the  larger  stems. 

They  were  about  to  give  it  up  when  Fire- 
keeper  found  a  large  stem  whose  layers  of 
wood  peeled  easily. 

So  they  all  tried  to  find  such  stems. 

It  was  not  long  before  they  found  that  the 
stems  that  peeled  the  most  easily  were  the 
ones  that  the  children  had  pounded. 


How  the  Women  Made  Splints  for  Baskets          129 

So  they   all  picked    up  hammer  stones   and 

pounded  the  large  stems. 
At  first  each   hammered  to  suit  herself,  but 

soon  they  learned  to  strike  together. 
It  was  easier  for  them  all  when  they  worked 

in  the  same  time. 

^x-~*4>  "  " -v, 

People    who    have 

made   splints  for 

baskets    since 

then  have  worked 

in  the  same  time. 
Sometimes    they 

keep  time  by  calls 

and    sometimes 

they  use  rhymes. 
Perhaps    you    have 

heard    a    bark- 
beater's  rhyme,  or  have  a  rhyme  yourself. 
This   rhyme  is  used   by  children   nowadays 

when  they  try  to  beat  in  the  same  time: 
"Sip,  sap,  say;  sip,  sap,  say; 
Lig  in  a  nettle  bed,  while  Mayday/' 


"At  first  each  hammered  to  suit  herself" 


130  The  Early  Cave-men 

THINGS  TO   DO 

Gather  tough  branches  of  trees  or  shrubs  that  you  have 

a  right  to  use. 

See  if  you  can  make  them  into  splints  for  baskets. 
Find  a  way  of  making  brittle  wood  more  tough. 
Beat  the  sterns  with  hammer  stones  so  as  to  loosen  the 

layers  of  wood. 
Keep  track  of  a  tree  or  a  shrub  in  your  neighborhood 

during  the  year,  and  find  out  the  best  time  of  the 

year  to  gather  its  branches  for  baskets. 

XXIX 

THINGS  TO   THINK  ABOUT 

What  do  you  think  would  be  the  easiest  way  for  the 
women  to  weave  the  splints  into  baskets  ? 

What  kind  of  baskets  did  they  need  ?  Would  they  be 
apt  to  make  them  all  in  the  same  way  ? 

Have  you  ever  seen  a  basket  that  will  hold  water  ? 

If  a  basket  was  almost  water-tight,  how  could  you  make 
it  water-tight  ? 

How  the  Women  IVove  Splints 

When  the  splints  were  made,  the  women  be- 
gan to  weave  them  into  baskets. 

Some  of  the  splints  were  wide  and  some  of 
them  were  narrow. 


How  the  Women  Wove  Splints  131 

Some  of  them  were  thin,  and  some  of  them 

were  thick.  n    nn    JIT) 

But  the  women  did  not  mind  ,p 

this. 
At   first    they  wove   them   by 

interlacing,   as   Sharptooth  ' 

had  woven    the    basket   of 


the  splints 

rushes. 

But  since  the  strands  were  not  all  the  same 

width,  the  weaving  did  not  look  the  same. 

After  a  while  they  began  to  sort  the  splints. 

They  put  the  wide  splints  into  one  pile  and 

the  narrow  ones  into  another. 
Then    they  wove    the   wide  splints    in    open 
work  and  made  baskets  for  carrying  roots 
and  leaves. 

They  wanted   smaller   baskets   for 
carrying  berries,   so    they    used 
the  narrow  splints. 
pThey  wove   these   splints   in   close 
"They  wove  these       work  so  that  the  berries  would 

splints   in   close  1 

not  drop  out. 


132 


The  Early  Cave-men 


Some  of  the  women  wanted  still  closer  weav- 
ing, so  they  pressed  the  splints  down  with 
their  fingers. 

When  their  fingers  became  sore  from  press- 
ing hard,  they  used  a 
long  bone. 

By  driving  the  splints 
with  a  long  bone,  the 
weaving  was  made 
firm  and  strong. 
Some  of  the  baskets 
they  made  in  this 
way  were  found  to 
be  water-tight. 
So  they  sometimes  used 
them  for  carrying 
water. 

When  the  baskets  became  very  dry,  the  wood 
shrank  and  this  made  little  holes  in  the 
baskets. 

But  the  women  soon  learned  to  stop  the  leak 
by  mending  the  baskets  with  pitch. 


"By  driving  the  splints  with  a  long 

bone,  the  weaving  was  made 

firm  and  strong ' ' 


How  the  Women  Wove  Splints 


133 


THINGS  TO   DO 

Find  baskets  that  are  woven 
in  open  work. 

Find  baskets  that  are  woven 
in  close  work. 

See  if  you  can  find  a  water- 
tight basket. 

Draw  a  picture  of  the  women 
weaving  baskets. 

Weave  a  basket  or  a  mat  in 
close  work. 

Use  a  stick  and  drive  the  woof  strands  close  together. 


In  this  strong  basket  the  woof 

strands  are  driven  close 

together 


XXX 

THINGS  TO   THINK  ABOUT 

Look  at  all  the  uncolored  baskets  that  you  have  a 
chance  to  see  and  select  the  basket  that  you  think 
is  the  best.  Why  do  you  think  it  is  the  best? 
What  is  it  used  for?  How  is  it  woven  ? 

Look  at  the  baskets  that  are  made  of  two  or  more  colors 
and  select  the  one  that  you  think  is  best.  Why  do 
you  think  it  is  best  ?  How  do  you  think  the  colors 
were  made  ?  Can  you  tell  how  the  pattern  is  woven 
in  this  basket  ? 

Can  you  think  of  any  colors  that  the  Cave-men  could 
use  in  their  weaving  before  they  learned  to  color 
reeds  and  splints  ? 


134  The  Early  Cave-men 

Can  you  think  how  they  might  have  found  a  way  to 
stain  their  baskets  ?  Do  you  ever  get  stains  in  your 
clothing  ?  What  stains  will  wash  out  most  easily  ? 
What  stains  do  not  come  out  easily?  Which  ones 
would  you  like  to  use  to  stain  a  basket  ?  Do  we 
have  anything  in  our  houses  that  we  stain  on 
purpose  ?  What  do  we  use  to  stain  with  ? 

Have  you  ever  seen  colored  earth?  Can  you  think 
what  it  is  used  for  ?  Why  do  you  think  the  Cave- 
men liked  to  find  colored  earth? 

Where  do  you  put  water  to  boil  it?  Why  did  the  Cave- 
men learn  to  roast  food  before  they  learned  to  boil 
it? 

Did  you  ever  see  anybody  make  dyes?  Do  you  think 
people  could  make  dyes  before  they  learned  to  boil 
water? 

Can  you  think  of  ways  in  which  the  Cave-men  might 
have  changed  the  color  of  grasses,  splints,  and 
reeds  before  they  learned  how  to  boil  water  and 
to  make  such  dyes  as  we  use  to-day  ?  Why  do  you 
think  they  would  wish  to  color  them  ? 

How  the  Women  Colored  Their  Baskets 

The  women    took  a  great  deal  of  pains    in 

weaving  baskets. 
They  wove  the  ends  in  carefully  so  they  would 

not  pull  out. 


How  the  Women  Colored  Their  Baskets 


135 


They  bound  the  rims  on  neatly,  so  as  to  make 

the  baskets  strong. 
But  for  a  long  time  they  did  not  try  to  orna- 

ment their  baskets. 
They  wove  their  baskets 

so  carefully  that  they 

were  beautiful  with- 

out ornaments. 
At  first  they  wove  each 

woof  strand   under 

and  over  each  strand 

of  the  warp. 
Then    they   began    to 

weave   each   woof 

strand  over  one  and 

n  rl  P  r  1"  wo 

U  1  1  (J.  C  I     IWO. 

This  made  such  a  pretty 

pattern  that  they  tried  other  ways  of  weav- 

ing. 
They  soon  learned  to  use  strands  of  different 

sizes,  and  after  a  while  they  learned  how  to 

color  them. 


'wo've  eac    'W00^  strand 

under  and  over  each  strand 


136 


The  Early  Cave-men 


But  they  could  not  make 
such  dyes  as  we  have 
until  they  learned  to 
boil  water. 

Sometimes  they  found 
bright-colored  leaves 
and  feathers  and  wove 
them  with  the  splints 
and  reeds. 

Sometimes    they  stained 
the    finished    basket 
with  the  juices  of  fruits 
and  berries. 
Sometimes  they  painted  patterns  on  it  with 

paint  that  they  made  of  colored  earth. 
Then  they  learned  to  dye  the  splints  and  reeds 

in  a  very  simple  way. 
They  soaked  them  in  water  before  they  used 

them,  so  as  to  make  them  pliable. 
They  found  that  willow  stems  that  were  soaked 
in  water  were  colored  light  brown  by  the 
bark  of  the  stem. 


"Then  they  began  to  'weave  each 
woof  strand  over  one  and 
under  two ' ' 


How  the  Women  Colored  Their  Baskets  137 

Splints  buried  in  the 

leaf- mold    of  the 

brooks  and  marshes 

were  colored  a  dark 

brown. 
When     charcoal    was 

mixed  with  the  rich 

leaf-mold  the  splints 


were  colored   black. 

%i|§ 


Green  grass   became 

White      When      SOaked       "They  tried  other  ways  of  weaving" 

in  water,  and  yellow  if  soaked  for  a  longer 
time. 

The  women  used  these  and  other  ways  of  get- 
ting pretty  colors. 

Then  they  worked  the  colors  into  pretty  pat- 
terns, many  of  which  we  use  to-day. 

THINGS  TO   DO 

Weave  uncolored  splints  or  reeds  so  as  to  make  different 

patterns. 
Find  a  fruit  that  will  make  a  durable  stain,  and  stain 

some  splints  for  a  basket,  or  make  a  pattern  by 

staining  an  uncolored  basket. 


138  The  Early  Cave-men 

See  if  you  can  find  how  to  take  fruit  stains  out  of  cloth- 
ing. 

If  you  can  find  colored  earth,  see  if  you  can  make  some 
paint  to  use  in  ornamenting  your  baskets. 

Try  different  ways  of  changing  the  color  of  grasses, 
splints,  and  reeds,  by  soaking  them  in  water  or  bury- 
ing them  in  different  kinds  of  soil. 


"They  worked  the  colors  into  pretty  patterns,  many  of  which  we  use  to-day" 


XXXI 


THINGS  TO   THINK  ABOUT 


How  do  you  carry  the  things  that  you  bring  to  school? 
How  is  the  food  that  you  eat  brought  to  you  ? 
How  is  your  clothing  carried  to  you  ? 
Do  you  know  how  the  material  that  your  house  is  made 
of  was  brought  to  the  spot  ? 


How  the  Cave-men  Carried  Their  Burdens 


139 


How  does  the  farmer  carry  oats  to  his  horses  ?     How 

does  he  carry  milk  to  the  calves?      How  does  he 

carry  hay  from  the  field  to  the  barn  ?      How  does 

he  carry  hay  from  the  mow  to  the  manger  ? 
What  things  do  you  carry  in  your  hands?     What  do 

you  carry  in  baskets  ?    What  do  you  carry  in  trays  ? 

What  other  things  do  you  use  in  carrying? 
How  do  you  think  the  Cave-men  would  carry  an  animal 

that  they  had  killed  to  the  cave?     Do  you  think 

they  would  try  to  bring  the  whole 

carcass  home  ? 
What  things  would  they  carry  in  bas- 

kets ?    Why  did  they  need  handles 

for  their  baskets?      Think  of    as 

many  ways  as  you  can  that  the 

Cave-men   might   have   carried 

things. 

How  the  Cave-men  Carried 
Their  Burdens 

The  Cave-men  used  the  baskets 

they  made  for  carrying  roots 

and  berries. 
It  was  easier  to  carry  them  in 

baskets   than  to  carry  them  «They  Uarned  to  carry 

1        •       1  -I 

in  their  hands. 


baskets  on  their 


140 


The  Early  Cave-men 


But  it  took  one  hand  to  hold  the  basket,  and 
they  often  needed  to  have  both  hands  free. 

So  they  learned  to  carry 
baskets  on  their  heads 
and  shoulders. 
When  the  Cave-men 
jumped  in  time  of  dan- 
ger, they  were   apt   to 
lose  their  load. 
So  they  learned  to  make 
handles  for  their  bas- 
kets and  to  carry  them 
with  strong  straps. 
When  they  rested  the  strap  upon  the  fore- 
head, it  was  a  head  strap. 
When    the   basket   was 
heavy,  the  head  strap 
pressed  hard    against 
the   forehead  and  cut 
through  the  skin. 
So  they  made  little  pads  to  protect  their  fore- 
heads. 


"They  learned  to  make  handles 
for  their  baskets ' ' 


They  made  little  pads  to  protect 
their  foreheads ' ' 


"They  rested  the  strap  upon  the  forehead" 


142  The  Early  Cave-men 

At  first  these  pads  were  bunches  of  grass  or 

pieces  of  soft  skin. 
But  the  women  soon  braided  carrying  straps 

that  had  pads  for  the  forehead. 
Sometimes   they   let   the    strap    rest    on    the 

shoulders. 

Then  it  was  a  shoulder  strap. 
When  they  let  it  rest  upon  the  breast,  it  was 

a  breast  strap. 
All  the  Cave-men  learned  to  use  straps  so,  and 

many  people  still  carry  things  in  that  way. 

THINGS   TO   DO 

Play  carrying  something  on  the  head.      The  one  who  can 

carry  the  longest  without  dropping  his  burden  wins 

the  game. 
Look  at  the  handles  of  all  the  baskets  you  can  find  and 

see  if  you  can  tell  how  they  are  used.      Can  you 

think  of  any  better  way  of  carrying  these  baskets  ? 
Make  a  handle  for  a  basket. 
Make  a  carrying  strap  and  show  how  to  use  it  for  a 

head  strap.      Show  how  to  use  it  for  a  shoulder 

strap  and  a  breast  strap. 

Draw  a  picture  of  a  woman  carrying  a  basket. 
Model  in  clay  a  Cave-man  who  is  carrying  a  wild  pig  on 

his  back. 


A  Mammoth  Hunt 


143 


XXXII 

THINGS  TO  THINK  ABOUT 

Why  would  the  Cave-men  not  be  so  likely  to  attack  a 

mammoth  as  a  cave-bear  ? 
Why  would  they  want  to  kill  a  mammoth  ? " 
Do  you  think  the  mammoth  would  be  afraid  of  the 

Cave-men's  weapons?     What  was  the   mammoth 

afraid  of? 

A  Mammoth  H^Lnt 

One  day  Strongarm  saw  a  herd 

of   mammoths  grazing   near 

the  edge  of  a  cliff. 
He  had  often  wished  to  capture 

a  mammoth,  but   had  never 

had  such  a  chance  before. 
He  blew  his  bone  whistle. 
All  who  heard  it  called  to  others 

farther  away. 
Soon  all  the  men  from  the  wooded  hills  came 

running  to  the  spot. 
They  wanted  to  attack  the  mammoths,  but 

Strongarm  would  not  let  them. 


A  bone  whistle 


144  The  Early  Cave-men 

He  knew  that  their  weapons  were  not  strong 

enough,  so  he  showed  them  what  to  do. 
Then  they  all  hunted  for  good  sticks  to  make 

into  torches. 
When  the  torches  were  made,  the  Cave-men 

formed  a  line  from  one  edge  of  the  cliff  to 

the  other. 
They  crept  up  through  the  low  bushes  until 

they  were  only  a  few  steps  from  the  herd. 
The  mammoths  did  not   see  the   men  until 

Strongarm  gave  the  signal  to  charge. 
Then  they  started  to  run. 
But  the  Cave-men  chased  them,  waving  their 

torches  in  the  air. 

The  Cave-men  pressed  close  after  the  mam- 
moths until  they  came  to  the  edge  of  the 

cliff. 

They  filled  the  air  with  their  loud  cries. 
When  the  mammoths  saw  the  trap  they  were 

in,  they  turned  and  faced  the  men. 
One  mammoth  was  crowded  over  the  edge  of 

the  cliff. 


10 


A  mammoth  hunt 


146  The  Early  Cave-men 

When  the  Cave-men  saw  the  mammoth  fall, 
they  broke  the  line  and  let  the  herd  escape. 

Then  they  hurried  down  by  a  well-known 
path  to  the  spot  where  the  mammoth  lay. 

He  had  been  killed  by  the  fall. 

The  Cave-men  seldom  got  such  a  large  crea- 
ture as  the  mammoth. 

Everybody  was  glad,  so  Strongarm  sent  mes- 
sengers to  all  the  caves  to  call  the  women 
and  children  to  a  feast. 

THINGS  TO   DO 

Show  how  the  Cave-men  hunted  the  mammoth. 
Model  a  mammoth  in  clay. 

When  you  go  to  a  museum,  inquire  if  there  is  a  skeleton 
of  a  mammoth  there. 

XXXIII 

THINGS  TO  THINK  ABOUT 

How  do  }^ou  think  the  mammoth  will  be  divided  ? 
How  will  the  meat  that  is  left  after  the  feast  be  carried  ? 
Do  you  know  what  kind  of  a  coat  the  mammoth  has? 
How  long  do  you  think  its  tusks  are  ? 
Can  you  think  how  we  have  learned  about  this  animal 
that  lived  such  a  long  time  ago  ? 


How  the  Cave-men  Divided  the  Mammoth  147 

How  the  Cave-men  Divided  the  Mammoth 

When  the  women  heard  what  the  men  had 

done,    they    danced    and    shouted    their 

praises. 

Then  they  all  prepared  for  the  feast. 
You  know  how  the  Cave-men  acted  at  a  feast. 
They  all  ate  as  much  as  they  could. 
Then  the  older  men  and  women  began  to  tell 

stories. 
All  gathered  around  to  hear  the  stories,  and 

then  they  joined  in  a  hunting  dance. 
They  feasted  and  danced  for  several  days. 
Even  then  there  was  plenty  of  meat. 
There  were  trophies,  too,  for  the  bravest  men. 
All  the  Cave-men  admired  the  mammoth's 

tusks,  and  they  tried  to  loosen  them  with 

their  hammers. 
The  tusks  belonged  to  Strongarm,  but  others 

shared  in  the  meat  and  the  bones. 
When  the  feast  was  over,  Firekeeper  divided 

the  meat, 


148 


The  Early  Cave-men 


The  women  and  children  carried  the  biirdens 


The  women  loaded  it  upon  their  backs,  or 

dragged  it  on  the  ground. 
They   carried    the   tusks  with    strong   straps 

which  hung  down  from  their  shoulders. 
The  women  and  children  carried  the  burdens 

while  the  men  protected  them  on  the  way. 
All  the  Cave-men  divided  their  work  in  this 

way. 
They  all  knew  they  were  safest  when  the  men 

were  ready  to  fight. 
If  the  men  had  carried  the  burdens,  all  the 

people  might  have  been  killed. 


How  the  Cave-men  Divided  the  Mammoth 

m 


149 


while  the  men  protected  them  on  the  way" 


THINGS  TO   DO 

Show  how  the  women  and  children  danced  and  shouted 

the  praises  of  the  Cave-men.    Draw  a  picture  of  them. 
Name  animals  that  have  tusks.     What  do  they  use  their 

tusks  for  ? 
Show  how  the  long  line  of  Cave-men  looked  when  they 

were  traveling  on  their  way  home.     Draw  a  picture 

of  them. 

xxxiv 

THINGS  TO   THINK  ABOUT 

Do  you  think  Strongarm  will  ever  tell  any  one  how 

he  got  fire  ? 
Why  do  you  think  people  used  to  be  so  careful  of  the 

fire? 


150  The  Early  Cave-men 

Do  you  know  of  any  people  who  make  fire  by  twirling 

sticks  ? 
Do  you  think  that  you  can  make  fire  by  using  a  fire 

drill? 
Can  you  think  of  a  name  for  the  wood  that  is  ground 

up  as  the  spindle  of  the  fire  drill  is  twirled  ? 
Do  you  ever  gather  kindling  to  start  a  fire  ?     Have  you 

ever  seen  or  heard  of  tinder  ? 


Strongarm  Tells  Firekeeper  His  Secret 

Several  years  had  passed  by  since  Strongarm 

made  fire. 

The  Cave-men  had  never  prospered  so  before. 
Strongarm  was  their  wisest  man,  and  they  all 

obeyed  him  in  time  of  danger. 
Cave-men  came  from  far  and  near  to  see  him 

and  to  hear  what  he  said. 
He  had  kept  his  secret  all  these  years,  but 

now  he  knew  that  it  was  time  to  tell  it. 
He  knew  that  he  was  growing  old,  and  that 

some  one  else  must  share  the  secret. 
So  one  day  he  called  Firekeeper  to  a  fallen 

tree  that  had  lain  near  the  cave  for  many 

years. 


mam 


'//  was  here  that  he  showed  Firekeeper  how  to  make  fire" 


152  The  Early  Cave-men 

Its  wood  had  become  very  dry,  and  parts  of 

it  were  beginning  to  decay. 
It  was  by  this  log  that  he  told  his  secret. 
It  was  here  that  he  showed   Firekeeper  how 

to  make  fire. 
He  took  a  dry  stick  for  a  spindle  and  twirled 

it  on  the  dry  log. 

As  he  twirled  he  prayed  to  the  fire  god. 
He  worked  until  he  got  fire. 
Then  he  let  Firekeeper  twirl  the  sticks  until 

she  got  a  spark. 
The  first  time  she  tried  it,  she  could  not  get 

fire. 
So  Strongarm   showed    her  how  to  make   a 

groove   in  the  log  where  the  wood  meal 

could  collect. 
Soon  the  wood  meal  began  to  glow,  and  she 

gently  fanned  it  with  her  hand. 
She    placed    dry   tinder   close   beside  it  and 

fanned  it  into  a  blaze. 

Then  Strongarm  told  her  to  teach  her  daugh- 
ters how  to  make  fire. 


Strongarm  Tells  Firekeeper  His  Secret 


153 


He  and  Firekeeper  were  growing  old,  but  he 

knew  their  clan  would  always  need  fire. 
Firekeeper  remembered  what  Strongarm  said, 

and  she  taught  her  daughters  to  make  fire. 
A  few  years  after  all  the  clans  on  the  hills 

had  some  one  who  knew  how  to  make  fire. 
In  some  clans  a  woman  did  this  work. 
In  others  young  girls  did  it. 
In  some  clans  this  work  was  done  by  men. 
Everywhere   people  had  some   one  to  make 

and  take  care  of  the  fire. 


A  drill  for  boring  holes  can  be  made  into  a  fire  drill 


154 


The  Early  Cave-men 


THINGS  TO   DO 

Show  how  Strongarm    taught  Firekeeper  to  make  fire. 
Examine  the  sticks  that  you  selected  some 

time  ago  for  a  fire  drill. 

If  you  choose  a   hard  piece  for  a  spindle, 
your  drill  will  work  better  if  you  choose 
soft  wood  for  the  hearth. 
Round  the  ends  of  the  spindle  and  make  a 
shallow  hole  with  a  groove  beside  it  in 
the  hearth. 
Make  a  shallow  hole  in  a  flat  piece  of  wood 

to  hold  the  upper  end  of  the  spindle. 
After  yoii   learn   to   work    the  drill   with 

your  hands,  try  a  strap. 
When  yoit  can  use  the  strap  easily,  try  a 

bow. 

If  you  keep  on  trying 
you  will  be  able  to 
get  fire  with  your 
fire  drill. 

The  hearth  of  a  fire  drill 


The 

spindle 

of  a 

fire  drill 


XXXV 

THINGS  TO  THINK  ABOUT 

Have  you  ever  read  stories  not  written  in  books  ? 

Can  you  think  how  large  pieces  of  rock  get  broken  off 

from  the  cliffs  ? 
Can  you  think  how  they  become  smooth  and  rounded  ? 


How  People  Know  What  the  Cave-men  Did         155 

How  do  you  think  that  the  pebbles  you  find  along  the 

stream  got  there  ? 
See  if  you  can  track  a  pebble  up  the  valley  of  the 

stream  in  which  you  found  it. 
What  does  the  river  take  with  it  as  it  journeys  toward 

the  sea  ? 
What  part  of  its  load  drops  first  ? 

How  People  Know  What  the  Ca<ve-me1^ 

Did 

Perhaps  you  have  wondered  if  these  stories 

are  true. 

Let  us  see  if  we  can  find  out  how  we  got  them. 
You  know  that  the  Cave-men  lived  long  ago. 
You  know  that  they  could  not  read  or  write. 
You  know  that  they  did  not  write  any  stories. 
But  they  told  their  children  the  brave  deeds 

of  their  people. 

They  told  them  of  combats  with  wild  beasts. 
They  told  them  stories  about  their  gods. 
Their  children  told  these  stories  again. 
These  stories  were  told  a  great  many  times. 
Sometimes  parts  of  the  stories  were  left  out 

and  other  parts  put  in. 


156  The  Early  Cave-men 

Only  part  of  the  Cave-men's  story  is  left,  and 
it  tells  only  a  few  things  that  the  Cave- 
men did. 

But  there  are  other  ways  of  learning  about 
them. 

We  have  learned  something  from  the  weap- 
ons that  have  been  found. 

Perhaps  you  have  done  something  like  this 
yourself. 

Perhaps  you  have  found  an  Indian  arrow. 

Perhaps  you  can  read  what  it  tells  of  the 
Indians. 

That  will  help  you  to  learn  more  about  the 
Cave-men. 

You  remember  the  time  that  the  caves  were 
flooded  and  the  tools  and  weapons  washed 
away. 

They  were  dropped  on  the  flooded  plains  and 
buried  in  the  sands  and  gravels. 

There  have  been  many  floods  since  then,  and 
each  time  the  river  has  dropped  part  of  its 
load. 


How  People  Know  What  the  Cave-men  Did         157 

So  the  weapons  have  been  buried  very  deep. 
Sometimes  people  have  dug  deep  down  into 

the  earth,  and  sometimes  they  have  found 

the  Cave-men's  weapons. 
There  are  pictures  of  some 

of  them  in  this  book. 
Can  you    see    that   they  tell 

i  i  ^  i  •    i  }  A  spearhead 

what  the  Cave-men  did  r 
Bones,  too,  have  helped  to  tell  something  of 

the  Cave-men. 
A  great  many  bones  have  been  found  in  the 

caves. 

Most  of  the  marrow  bones  were  split. 
Animals  do  not  know  how  to  split  bones,  so 

we  know  that  they  must  have  been  split 

by  men. 

These  bones  have  been  taken  to  great  muse- 
ums, where  wise  men  have  studied  them 

carefully. 

The  wise  men  have  learned  to  read  their  story. 
The  bones  tell  that  the  Cave-men  ate  animal 

food. 


158 


The  Early  Cave-men 


They  tell  what  animals  lived  at  that  time. 
They  tell  that  people  were  living  then,  too. 
Perhaps  you  have  seen  fossil  plants  in  rocks. 
Some  of  them  tell  what  plants  were  living 

then. 

Many  people  have  studied  all  these  things. 
They  have  tried  to  read  all  the  stories  they 

tell. 
We  have  tried  to  learn  what  they  have  found 

and  to  write  it  in  a  story  for  you. 
Can  you  understand  now  how  these  stories 

are  true? 


THE  best  results  will  come  from  the  use  of  this  book  if  the 
teacher  will  give  as  careful  attention  to  carrying  out  the 
suggestions  under  "Things  to  Think  About"  and  " Things  to 
Do"  as  she  does  to  the  study  of  the  book  itself.  In  this  way  she 
can  help  the  child  make  vital  relations  between  the  study  of  nature 
on  the  one  hand,  and  man  and  his  works  on  the  other. 

References  :  Teachers  and  parents  who  wish  to  read  books 
written  by  specialists  who  have  devoted  years  to  the  study  of  the 
period  under  consideration,  will  find  the  following  list  of  value: 

i.     Books. 

Clodd,  Edward,  The  Story  of  Primitive  Man.  New  York:  D. 
Appleton  £  Co. 

Dawkins,  W.  Boyd,  Early  Man  in  Britain.  New  York:  The 
Macmillan  Company. 

Dawkins,  W.  Boyd,  Cave-Hunting.  New  York :  The  Macmillan 
Company. 

Evans,  Sir  John,  Ancient  Stone  Implements  in  Great  Britain 
and  Ireland.  New  York:  D.  Appleton  &  Co. 

Figuier,  Guillaume  Louis,  Primitive  Man.  New  York  :  D. 
Appleton  &  Co. 

Geikie,  Archibald,  Prehistoric  Europe.  London :  Edward  Stan- 
ford. 

Girod  et  Massenat,  Les  Stations  L 'Age  du  Renne.  Paris: 

[159] 


160  The  Early  Cave-men 

Librairie  J.-B.  Balliere  et  Fils.  (This  deals  with  the  later  cave- 
men.) 

Gummere,  Francis  Barton,  Germanic  Origins.  New  York: 
Charles  Scribner's  Sons. 

Hutchinson,  H.  N.,  Prehistoric  Man  and  Beast.  New  York:  D. 
Appleton  &  Co. 

Hutchinson,  H.  N.,  Extinct  Monsters.  New  York:  D,  Appleton 
&Co. 

Joly,  Nicholas,  Man  Before  Metals.  New  York :  D.  Appleton  &  Co. 

Lartet  and  Christy,  Reliquia?  Aquitanica.  London  :  Williams 
&  Norgate. 

Lubbock,  Sir  John,  Prehistoric  Times,  New  York:  D.  Appleton 
&  Co. 

Mason,  Otis  Tufton,  Origins  of  Invention.  New  York:  Charles 
Scribner  's  Sons. 

Nadaillac,  Marquis  de,  Prehistoric  Peoples,  pp.  79-112,  127-132. 
New  York:  Putnam's  Sons. 

Smith,  Worthington  G.,  Man,  the  Primeval  Savage.  London: 
Edward  Stanford. 

Starr,  Frederick,  Some  First  Steps  in  Human  Progress.  Spring- 
field, Ohio:  Chautauqua  Press,  1901. 

Stoddard,  James,  The  Seven  Sagas  of  Prehistoric  Man.  London : 
Chatto  &  Windus. 

Taylor,  Isaac,  Origin  of  the  Aryans.  New  York:  Charles  Scrib- 
ner's Sons. 

Tylor,  E.  B.,  Anthropology.     New  York:    D,  Appleton  &  Co. 

Waterloo,  Stanley,  The  Story  of  Ab.  New  York:  Doubleday, 
Page  &  Co. 

Wilson,  Sir  Daniel,  Prehistoric  Man.  New  York:  The  Macmil- 
lan  Company. 

Wright,  G.  F.,  Man  and  the  Glacial  Period.  New  York:  D. 
Appleton  &  Co. 


Suggestions  to  Teachers  161 

Worsae,  J.  J.  A.,  Industrial  Arts  of  Denmark.  London:  Chap- 
man &  Hall. 

2.     Magazine  Articles. 

Barton,  Julien,  and  Sheppard,  W.  L.,  "Eighty  Miles  in  Indiana 
Caves,"  Scribner's  Magazine,  Vol.  XIX.,  pp.  875-888. 

Broca,  Paul,  "The  Troglodytes  or  Cave-Dwellers  of  France," 
Popular  Science  Monthly,  Vol.  II.,  pp.  699-708. 

Larrabee,  W.  H.,  "Cave-Dwellings  of  Men,"  Popular  Science 
Monthly,  Vol.  XLL,  pp.  27-45. 

Oswald,  Felix  L.,  "Modern  Troglodytes,"  Popular  Science 
Monthly,  Vol.  XII.,  pp.  37-46. 

Rau,  Charles,  "The  Stone  Age  in  Europe,"  Harper's  Magazine, 
Vol.  L.,  pp.  681-690. 

j.     Government  Reports. 

Broca,  Paul,  "The  Troglodytes  or  Cave-Dwellers  of  the  Valley  of 
the  Vezere,"  Smithsonian  Report,  1872,  pp.  310-347. 

"Man  as  the  Contemporary  of  the  Mammoth  and  the  Reindeer 
in  Middle  Europe,"  translated  by  C.  A.  Alexander,  for  the  Smith- 
sonian Institution,  from ' ' Aus  der  Natur :  die  neuesten  Entdeckungen 
auf  dem  Gebiete  der  Naturwissenschaften,"  Leipzig,  1867,  Smith- 
sonian Report,  1867,  pp.  335-362. 

Wilson,  Thomas,  "Anthropology  at  the  Paris  Exposition  in 
1889,"  Smithsonian  Report,  1890,  pp.  641-680. 

Classifications.  In  reading  the  above  books  for  the  purpose 
of  supplementing  the  first  three  numbers  of  this  series,  it  must  be 
remembered  that  no  uniform  system  of  classification  has  been 
adopted  and  that  the  reader  must  become  familiar  with  several  in 
order  to  be  able  to  use  the  reference  books  most  advantageously. 
To  help  the  reader  in  getting  a  working  idea  of  the  different  classi- 
fications the  following  summaries  may  be  of  value : 

The  progress  of  mankind  is  classified  by  Professor  W.  Boyd 
Dawkins  into  the  following  periods: 


162  The  Early  Cave-men 

I.     The  Pleistocene  period. 

1.  The  mid-Pleistocene  period. 

2.  The  late  Pleistocene  period. 
II.     The  Prehistoric  period. 

III.     The  Historic  period. 

Others  classify  the  period  with  reference  to  the  materials  used 
in  making  implements  and  weapons  and  give  us  the  following: 
I.     The  Stone  Age. 

1.  The  Paleolithic  or  Rough  Stone  Age. 

2.  The  Neolithic  or  Polished  Stone  Age. 
II.     The  Age  of  Metals. 

1.  The  Age  of  Copper. 

2.  The  Age  of  Bronze. 

3.  The  Age  of  Iron. 

Still  others  classify  with  reference  to  the  dominant  industry 
of  the  period,  giving: 

I.     The  House  Industries,  or  the  Period  of  Domestic  Economy 

1.  The  Hunting  Stage. 

2.  The  Fishing  Stage. 

3.  The  Pastoral  Stage. 

4.  The  Agricultural  Stage,  etc. 

II.     The  Handicrafts,  or  the  Period  of  Town  Economy. 
III.     The  Factory  System,  or  the  Period  of  National  Economy. 

The  Pleistocene  period  is  the  one  that  is  treated  in  the  first  three 
volumes  of  this  series.  It  is  the  period  that  is  frequently  desig- 
nated as  the  Paleolithic  or  Rough  Stone  Age  in  contrast  to  the 
Neolithic  or  Polished  Stone  Age  which  belongs  to  what  Professor 
Dawkins  calls  the  Prehistoric  Period. 

Professor  Dawkins  divides  that  part  of  the  Pleistocene  period 
during  which  man  inhabited  the  earth  as  the  mid-Pleistocene  and 


Suggestions  to  Teachers 


163 


the  late  Pleistocene  periods.  Monsieur  Du  Pont,  dividing  it  with 
respect  to  the  form  of  animal  life  most  characteristic,  gives  us  the 
Age  of  the  Mammoth  and  the  Age  of  the  Reindeer.  M.  de  Mortillet, 
classifying  it  with  reference  to  the  localities  which  have  yielded 
most  materials  for  study,  has  made  current  the  terms  the  Chellian, 
the  Mousterian,  the  Solutian,  and  the  Madelenian  epochs.  The 
following  table  may  serve  to  indicate  in  a  general  way  how  these 
various  classifications  are  related.  The  reader  who  would  like  to 
pursue  the  question  of  classification  further  will  find  good  summaries 
in  the  Smithsonian  Report  of  the  U.  5.  National  Museum,  1888, 
p.  604;  in  the  Smithsonian  Report  of  the  U.  S.  National  Museum, 
1890,  p.  649;  in  Morgan's  Ancient  Society,  pp.  3-29,  and  in  Daw- 
kins'  British  Pleistocene  Mammalia. 


The  Tree-dwellers. 

The  Early  Cave-men. 

The  Later  Cave-men. 

The  Age  of  Fear. 

The  Age  of  Combat. 

The  Age  of  the  Chase. 

The  Age  of  the  Mammoth. 

The  Age  of   the    Rein- 
deer. 

Period  of  Extinct  Animals. 

Period  of  Migrated 
Animals. 

Dawn    of    the    Rough 
Stone  Age. 

The  Paleolithic  or  Rough  Stone  Age. 

Eolithic  Epoch. 

Chellian  Epoch. 

Mousterian  Epoch. 
Solutian  Epoch. 
Madelenian  Epoch. 

Mid-Pleistocene  Period. 


Late    Pleistocene    Pe- 
riod. 


The  Pleistocene  Period. 


Climate  mild  and  equa- 
ble. 

Climate  becomes  much 
colder.     Great  ex- 
tremes of  heat  and 
cold. 

Arctic   climate.     Cold 
and  dry. 

164 


The  Early  Cave-men 


Animals^  that  have  since  become  extinct. 

The  Irish  deer,  the  big-nosed  rhinoceros,  the 
mammoth,  the  straight-tusked  elephant, 
the  cave-bear,  and  the  sabre-toothed  felis 
were  survivals  of  an  earlier  period  and  were 
accustomed  to  a  warm  climate. 

The  small-nosed  rhinoceros  came  from  the  south 
and  the  woolly  rhinoceros  came  down  from 
the  north  during  this  period. 

At  the  close  of  this  period  the  big-nosed  rhi- 
noceros and  the  sabre-toothed  felis  became 
extinct. 


The  same  as  in  the 
preceding  period 
with  the  excep- 
tion of  the  big- 
nosed  rhinoceros 
and  the  sabre- 
toothed  felis, 
which  were  ex- 
tinct. All  of  the 
animals  named 
became  extinct  at 
the  close  of  this 
period. 


Animals  that  have  since  migrated. 

The  musk-sheep  and  the  marmot  came  down 
from  the  north  during  this  period,  stayed 
through  the  next  period  and  then  migrated 
to  the  Arctic  regions. 


General  invasion  of 
Arctic  animals. 

At  the  close  of  the  pe- 
riod they  migrated 
to  the  north. 


Living  species. 

In  addition  to  those  that  migrated  there  were 
the  lion,  panther  or  leopard,  lynx,  wild-cat, 
spotted  hyena,  hippopotamus,  brown  bear, 
grizzly  bear,  wolf,  fox,  stag,  roe,  urus  (the 
original  form  of  the  wild  cattle) ,  aurochs  or 
European  bison,  horse,  wild  boar,  beaver, 
and  water  rat.  Many  of  these  animals 
migrated  south  in  the  winter  and  returned 
each  spring. 


The  same  except  that 
those  animals  that 
could  not  stand 
the  intense  cold, 
migrated  south 
each  winter. 

Arctic  fauna  charac- 
teristic of  this 
period. 


Field  Trips.  In  localities  where  the  natural  materials  needed 
for  the  child 's  work  are  near  at  hand  it  will  be  best  to  gather  them 
immediately  before  they  are  to  be  used.  In  regions  less  favorably 
situated  it  will  undoubtedly  be  best  to  plan  the  work  so  as  to  make 
a  few  trips  serve  the  purpose.  Perhaps  the  trips  most  needed  to 
make  the  lessons  of  this  book  yield  their  full  value  are  the  fol- 
lowing : 


Suggestions  to  Teachers  165 

1.  To  a  stream  of  water  to  notice: 

(a)  The  wearing  and  building  power  of  the  stream. 

(b)  The  location  and  the  strength  of  the  current, 

(c)  The  best  places  for  fords  and  for  bridges. 

(d)  The  tributary  streams  and  springs. 

(e)  The  location  of  ravines  in  relation  to  the  river. 

(/)  Caves  or  places  where  caves  may  have  been  or  may  yet 
be  formed. 

(g)  The  nature  of  the  soil  and  its  adaptation  to  the  forma- 
tion of  caves. 

(h)  The  parts  of  the  neighboring  land  that  would  be  flooded 
first  if  the  river  overflowed  its  banks. 

(i)  The  place  in  the  river  where  a  natural  dam  might  be 
formed. 

(/)     The  place  where  an  artificial  dam  might  be  built. 

(k)     Sites  that  would  make  good  camping-places  for  hunters. 

(/)     Places  where  the  best  stones  for  weapons  can  be  found. 

2.  To  uncultivated  spots  on  hillsides,  in  the  woods  or  meadows 
to  find: 

(a)  Tough  sticks  and  branches  that  are  so  shaped  that  they 

can  be  fastened  firmly  to  stone  implements. 

(b)  Tough  and  flexible  branches  for  making  baskets. 

(c)  Tough  grasses  for  making  mats,  baskets,  and  sandals. 

(d)  Birch   bark  for  making  baskets,  picture  frames,  etc. 

(e)  Natural  gum  and  pitch. 

(/)     Wood  that  is  suitable  for  making  a  fire  drill. 

(g)     Tinder  and  punk  for  making  fire. 

(h)     A  bed  of  gravel  where  good  stones  can  be  found. 

(i)     Animals  and  plants  that  may  be  of  interest  to  the  child. 

Field   lessons   should  be    supplemented  by   informal  trips  by 

different  members  of  the  class.     A  view  from  the  window  of  a 

high  building  may  serve  to  give  the  child  the  relative  location  of 


166  The  Early  Cave-men 

the  different  parts  of  a  river  valley.     Such  a  view  is  of  special  value 
after  a  trip,  for  it  gives  a  unified  view  of  the  whole. 

In  places  where  access  to  natural  materials  is  exceedingly  diffi- 
cult, it  is  well  to  secure  the  advantages  that  come  from  a  system 
of  exchange.  The  American  Bureau  of  Geography  offers  oppor- 
tunities for  securing  all  kinds  of  raw  materials  as  well  as  specimens 
showing  "  the  changes  incident  to  their  conversion  into  finished 
products."  Teachers  who  wish  to  avail  themselves  of  the  privileges 
of  this  bureau  can  secure  a  circular  containing  full  information 
regarding  it  by  sending  a  letter  with  an  enclosed  stamp  to  the 
director  of  the  bureau,  Winona,  Minnesota. 

SPECIAL  SUGGESTIONS 

Lesson  I.  The  inexperienced  child  may  think  of  a  cave  as  a 
dark,  damp  place,  fit  only  for  the  habitation  of  wild  animals.  The 
cave  as  a  habitation  for  man  is  a  new  idea  and  cannot  be  under- 
stood unless  it  is  related  to  the  natural  and  social  conditions  which 
prevailed  during  the  earliest  stages  of  culture.  The  child  who  has 
read  The  Tree-Dwellers  knows  that  before  people  learned  to  use 
fire,  the  caves  were  inhabited  by  the  cave-bear,  the  cave-lion,  the 
sabre-toothed  felis,  and  by  packs  of  spotted  hyenas.  He  is  pre- 
pared to  understand  why  people  were  glad  to  live  in  caves.  To 
help  the  child  who  has  not  had  such  a  preparation  understand  this 
fact,  ask  him  to  think  of  a  time  when  people  had  no  shelter  except 
the  trees,  no  clothing  except  the  skins  of  wild  animals,  no  food  except 
wild  roots,  fruits,  and  nuts,  and  no  fire.  After  he  has  considered 
man's  life  under  such  conditions,  tell  him  of  the  conquest  of  fire, 
and  of  the  changes  effected  in  social  life  by  its  use.  Help  him  to 
see  that  fire  was  man's  best  means  of  protection  at  that  time,  for 
it  was  greatly  feared  by  wild  animals.  By  means  of  a  free  conver- 
sation about  the  points  that  the  child  may  have  difficulty  in  under- 
standing, he  will  get  a  conception  of  man's  life  before  he  lived  in 


Suggestions  to  Teachers  167 

caves,  and  this  is  the  best  basis  for  understanding  why  people 
wanted  a  cave  for  a  home. 

If  the  child  is  not  familiar  with  wooded  hills,  grassy  plains,  and 
dense  forests,  make  use  of  field  trips,  of  views  from  windows  in 
high  buildings,  and  of  pictures  to  get  a  conception  of  them,  and  pro- 
vide an  opportunity  for  him  to  express  his  idea  by  modeling  in 
sand.  (See  The  Tree-Dwellers,  pp.  18-27.) 

Encourage  the  child  to  invent  ways  of  getting  a  cave  from  a 
wild  animal,  but  hold  him  responsible  for  the  use  of  only  such  means 
as  the  cave-men  had.  The  child  who  would  use  a  gun,  or  even  a 
bow  and  arrow,  must  learn  that  these  devices  were  not  yet  invented, 
and  that  man  had  to  use  his  mind  to  devise  some  way  of  conquer- 
ing the  wild  beasts  without  the  aid  of  such  weapons. 

References:  Katharine  E.  Dopp,  The  Place  of  Industries  in 
Elementary  Education,  pp.  16-25.  Chicago:  The  University  of 
Chicago  Press,  1903.  The  Tree-Dwellers,  pp.  89-101,  149,  150. 
Chicago'  Rand,  McNally  &  Co.,  1903. 

Lesson  II.  Although  the  main  point  of  interest  in  this  lesson 
is  the  way  the  fire  clan  takes  possession  of  the  cave,  this  social 
interest  may  be  used  as  a  means  of  learning  various  facts  regard- 
ing the  changes  that  take  place  in  the  natural  world  during  late 
autumn.  When  such  phenomena  are  seen  as  forces  affecting  the 
activities  of  man  and  of  animals,  they  become  interesting  to  the 
child.  But  if  isolated  from  all  social  interests,  if  learned  at  all,  they 
are  carried  as  a  dead  weight.  Encourage  the  child  to  act  out  the 
simple  movements  depicted  in  the  story.  At  first  this  may  be 
done  during  hours  of  play,  but  as  teacher  and  children  become  accus- 
tomed to  it,  it  should  become  a  regular  feature  of  the  school  work. 

Lesson  III.  Knowing  that  Sabre-tooth  is  waiting  for  a  chance 
to  get  into  the  cave,  the  child  can  understand  why  the  first  eve- 
ning at  the  cave  will  be  spent  in  planning  ways  of  getting  rid  of  him. 

Perhaps  the  child   may  not  realize  at  first  why  the  cave-men 


168  The  Early  Cave-men 

were  so  careful  to  keep  the  fire  burning,  but  if  the  use  that  they  made 
of  fire  is  emphasized,  gradually  he  will  appreciate  something  of 
what  its  loss  might  mean  to  the  cave-men. 

Lesson  IV.  Use  this  lesson  to  help  the  child  get  the  meaning 
of  the  contrast  between  the  crude  implements  that  the  cave-men 
used  in  securing  food  and  in  protecting  themselves  from  their 
enemies,  and  the  devices  that  we  use  for  a  similar  purpose.  In 
spite  of  the  great  contrasts  that  will  be  discovered,  the  child  will 
find  points  of  likeness  between  the  implements  of  the  cave-men, 
rude  counterparts  of  which  he  can  fashion  for  himself,  and  those  that 
are  still  in  use.  Focus  his  attention  upon  the  needs  of  the  people 
that  called  forth  the  mechanical  inventions  of  the  period,  and  the 
use  to  which  they  were  put  in  making  the  earth  a  safer  place  in 
which  to  live.  By  so  doing,  the  killing  of  wild  beasts,  which,  when 
considered  as  an  end  in  itself,  arrests  the  development  of  the  finer 
feelings  by  fixing  attention  upon  suffering  without  any  purpose, 
becomes  transformed  into  an  act  of  great  social  significance;  for 
we  must  not  forget  that  the  cave-men,  by  exterminating  the  most 
dangerous  of  the  wild  beasts,  made  the  earth  a  more  fit  dwelling 
place  for  all  succeeding  ages.  If  the  child,  at  this  early  period,  can 
learn  that  the  hunting  peoples  killed  only  enough  to  supply  them- 
selves with  food  and  skins  for  clothing,  and  that  even  beasts  of 
prey  rarely  kill  more  than  they  need  for  food,  they  will  be  in  a  posi- 
tion to  treat  many  problems  in  a  more  rational  way  than  they  are 
usually  treated. 

The  modeling  of  Sabre-tooth  in  clay  is  suggested  for  the  sake 
of  cultivating  the  habit  of  observing  the  beauty  of  form  and 
movement  in  animals,  and  turning  the  interest  that  may  have  been 
generated  by  the  lesson  into  artistic  channels. 

Lesson  V.  No  doubt  the  flesh  of  the  sabre-toothed  felis  was 
not  an  attractive  food,  but  in  early  times  nearly  everything  was 
tested  for  food  and  used  unless  it  was  found  to  be  injurious.  Even 


Suggestions  to  Teachers  169 

though  the  cave-men  had  plenty  of  food,  they  no  doubt  would 
enjoy  feasting  upon  the  flesh  of  their  enemy.  Perhaps  they  believed 
that  through  eating  Sabre -tooth 's  flesh  they  might  acquire  some- 
thing of  his  strength  and  courage. 

The  first  cooking  was  undoubtedly  the  result  of  an  accident. 
The  invention  was  made  only  when  man  consciously  controlled 
the  process.  At  first,  no  doubt,  animals  were  roasted  in  their 
skins,  but  as  people  began  to  prize  skins  for  trophies,  for  clothing, 
and  for  thongs,  they  formed  the  habit  of  removing  the  skin.  The 
fear  that  Sabre-tooth  inspired  would  insure  the  removal  of  his 
skin  for  a  trophy.  The  same  is  true  of  the  sabre  teeth. 

Strongarm  's  leadership  illustrates  the  natural  leadership  of  the 
most  fit  in  time  of  danger.  At  other  times,  without  doubt,  there 
was  no  recognized  leader. 

References  :  Katharine  E.  Dopp,  The  Place  of  Industries  in 
Elementary  Education,  pp.  22-27.  Chicago:  The  University  of 
Chicago  Press.  The  Tree -Dwellers,  pp.  115,  119-121,  156,  157. 
Chicago:  Rand,  McNally  &  Co. 

Lesson  VL  The  manners  of  the  cave-men  at  the  feast  may  be 
understood  when  it  is  remembered  that  the  food  supply  of  hunting 
peoples  is  irregular.  Their  lack  of  forethought  is  such  that  there 
is  either  a  feast  or  a  famine.  Besides,  their  digestive  systems  were 
so  well  developed  that  it  was  possible  for  them  to  eat  enormous 
quantities  without  harm.  The  habit  of  eating  together  developed 
slowly  and  probably  depended  largely  upon  the  degree  to  which 
cooperative  action  was  used  in  hunting.  Except  upon  extraor- 
dinary occasions  we  may  conclude  that  only  those  ate  together 
who  worked  together  in  securing  food. 

Encourage  the  child  to  make  a  collection  of  as  many  things  as 
he  can  find  that  he  can  use  for  or  make  into  dishes. 

If  the  child  is  allowed  to  crack  the  marrow  bones  of  a  chicken 
or  turkey  and  make  soup  of  them,  he  will  understand  the  liking 


170  The  Early  Cave-men 

of  the  cave-men  for  marrow  bones.  The  conversion  of  bones  into 
musical  instruments  played  by  striking,  or  into  bone  whistles,  may 
also  furnish  a  delightful  occupation  which  may  yield  results  of  no 
mean  value. 

Lesson  VII.  Let  the  children  dig  cooking-pits  and  caves  of 
various  sorts  in  the  ground  and  experiment  with  them  to  discover 
where  the  smoke  goes  and  why,  and  the  effect  of  the  form  of  the 
cave  or  cooking-pit  upon  the  draft.  The  invention  of  a  means  of 
carrying  off  the  smoke,  and  the  attempt  to  regulate  the  draft  in 
these  crude  contrivances,  will  lead  to  an  interest  in  the  fireplaces  and 
chimneys  in  the  child's  own  house.  Make  use  of  this  interest  in 
such  a  way  as  to  lead  the  child  to  observe  the  materials  used  and 
forms  adopted  in  the  construction  of  modern  fireplaces  and  chim- 
neys, and  encourage  him  to  seek  reasons  for  the  same. 

Show  the  child  a  picture  of  the  interior  of  a  cave  that  has  stalag- 
mites and  stalactites,  and  illustrate  their  formation  by  dissolving 
rock  salt  or  lime  in  water  and  letting  it  drip  until  a  deposit  is  made. 

Lesson  VIII.  If  the  cave-men  wanted  to  keep  such  trophies 
as  teeth  and  claws  of  animals,  it  is  evident  that  they  would  have  to 
bore  holes  through  them.  To  pierce  bright  and  shining  natural 
forms,  fossil  shells,  etc.,  for  beads,  was  an  easy  matter.  To  bore 
holes  through  such  hard  objects  as  the  teeth  and  claws  of  wild 
animals  taxed  the  cave-man's  ingenuity.  The  different  devices 
for  drilling  represented  in  this  lesson  doubtless  required  ages  for 
their  development.  It  has  seemed  best,  however,  to  represent 
them  together,  since  they  are  all  sufficiently  simple  for  the  child  to 
understand.  The  advantage  of  the  use  of  the  strap  or  the  bow  in 
turning  the  drill  will  be  appreciated  by  the  child  after  trying  to 
twirl  it  by  the  use  of  the  hands  alone.  To  get  the  best  results  from 
this  work  it  should  be  carried  on  by  the  child  for  several  days. 
He  will  probably  enjoy  doing  such  work  outside  of  school  hours. 
Horizontal  drilling  upon  the  thigh,  and  vertical  drilling  with  or 


Suggestions  to  Teachers  171 

without  the  strap  or  the  bow,  may  be  carried  on  in  actual  boring 
or  as  mere  games.  Such  exercises  serve  to  give  an  insight  into 
related  industrial  processes  of  the  present,  and  to  establish  physical 
coordinations  which  can  be  turned  to  account  in  a  variety  of  ways. 
Let  the  child  try  to  bore  a  hole  through  a  hard  substance  by  using 
a  soft  spindle  with  sand  and  water.  Such  a  device  works  better 
than  the  flint  point  without  the  sand.  Although  much  of  the 
experimentation  with  awls  and  drills  may  be  made  outside  of  school 
hours,  the  results  of  these  experiments  should  be  discussed  dur- 
ing the  recitation  period.  In  this  way  the  interest  that  the  child 
takes  in  play  is  transferred  to  his  school  work. 

References:  J.  D.  McGuire,  "A  Study  of  Primitive  Methods 
of  Drilling,"  Smithsonian  Report,  1894,  pp.  623-756.  201  figs. 

Katharine  E.  Dopp,  The  Place  of  Industries  in  Elementary 
Education,  pp.  27,  133.  Chicago:  The  University  of  Chicago  Press. 

Lesson  IX.  Encourage  the  child  to  make  a  collection  of  the 
natural  objects  in  his  vicinity  that  can  be  used  for  tools  or  weapons, 
and  encourage  him  to  make  such  changes  in  the  natural  forms  he 
has  collected  as  he  thinks  would  make  them  better  fitted  for  the 
use  to  which  he  wishes  to  put  them.  Help  him  arrange  them  in 
some  part  of  the  schoolroom  where  they  can  be  referred  to  easily 
from  time  to  time.  If  the  child  can  visit  a  museum  where  primi- 
tive implements  and  weapons  are  exhibited,  it  will  be  easier  for 
him  to  understand  the  function  that  such  crude  implements  have 
fulfilled  in  the  life  of  the  race.  Where  a  museum  is  not  available, 
the  text,  together  with  its  illustrations,  will  supply  sufficient  data 
for  the  child  to  get  an  appreciation  of  the  social  significance  of 
such  implements.  But  in  no  case  should  the  observation  of  the 
implement  or  the  story  about  its  use  be  made  to  take  the  place 
of  actually  making  it. 

The  child  will  soon  learn  where  to  look  for  the  best  stones  for 
implements  and  weapons,  and  how  to  choose  forms  that  the  river 


172  The  Early  Cave-men 

has  worn  into  shapes  that  require  but  little  work  to  fit  them  for 
use.  It  is  worth  while  for  the  child  to  chip  off  a  few  flakes  from  the 
stones  he  selects,  for  the  sake  of  the  practical  acquaintance  that  he 
gets  with  the  properties  of  stones. 

The  name  of  the  stone  is  a  secondary  matter,  but  if  the  teacher 
knows  the  names  or  can  learn  them  from  some  person  in  the  com- 
munity, she  can  readily  make  the  child  familiar  with  the  names  of 
the  more  common  varieties  of  stones. 

In  selecting  suitable  sticks  for  handles,  the  child  will  soon  learn 
that  he  can  save  work  by  choosing  a  straight  branch,  and  that  it  is 
worth  while  to  cut  it  so  as  to  have  a  forked  end,  or  a  shoulder  to 
which  he  can  bind  the  weapon.  The  need  of  a  strong,  tough  handle 
furnishes  a  motive  for  studying  the  properties  of  wood.  In  reject- 
ing the  soft  and  brittle  varieties,  the  child  becomes  acquainted  with 
these  as  well  as  with  the  kinds  that  serve  his  purpose. 

The  selection  of  suitable  material  for  binding  the  working  part 
to  the  handle  is  a  matter  of  considerable  difficulty.  No  doubt  the 
child  who  uses  cord  will  find  it  impossible  to  bind  the  parts  to- 
gether as  firmly  as  he  desires.  If  after  trying  different  materials 
no  one  thinks  of  the  use  of  a  material  that  will  shrink,  tell  the 
children  of  the  use  of  rawhide,  and  get  enough  from  the  meat  market 
to  illustrate  its  use.  As  the  child  tries  different  ways  of  winding 
the  lashing,  he  will  undoubtedly  discover  that  the  most  effective 
binding  is  secured  when  the  straps  are  wound  symmetrically. 

References  :  Otis  Tufton  Mason,  Origins  of  Invention,  Stone- 
Working,  pp.  121-154.  New  York:  Charles  Scribner's  Sons. 

Katharine  E.  Dopp,  The  Place  of  Industries  in  Elementary 
Education,  pp.  20-29,  64,  65,  82,  93,  134-138.  Chicago:  The  Uni- 
versity of  Chicago  Press. 

Lesson  XL  This  lesson  illustrates  the  fact  that  skins  of  animals 
which  originally  were  worn  as  trophies  for  the  sake  of  social  approval, 
developed  into  clothing  which  was  worn  partly  for  comfort. 


Suggestions  to  Teachers  173 

Let  the  child  make  bone  awls  of  the  wing  bones  of  chickens, 
and  sinew  thread  from  the  sinews  attached  to  the  leg  bones.  En- 
courage him  to  sew  with  these  materials.  Different  ways  of  lacing 
the  shoes  will  suggest  typical  stitches.  Others  may  be  found  in 
museums,  but  the  stitches  which  are  a  result  of  the  child 's  ingenuity 
will  be  of  most  value  to  him.  Later  when  he  discovers  that  the 
stitches  that  he  invented  were  invented  ages  ago  and  have  been 
used  ever  since,  he  will  feel  a  relationship  with  people  removed 
from  him  in  time  and  space.  Making  sandals  or  bags  for  himself 
or  his  friends,  dressing  dolls  to  play  with  or  to  give  away,  and  many 
other  similar  activities  will  also  serve  to  enlarge  his  interests. 

References  :  Katharine  E.  Dopp,  The  Place  of  Industries  in 
Elementary  Education,  pp.  22,  25,  115,  116.  The  Tree-Dwellers, 
pp.  122-124,  157.  Frederick  Starr,  American  Indians,  pp.  14-21, 
Boston:  D.  C.  Heath  &  Co.  "Dress  and  Adornment,"  Popular 
Science  Monthly,  Vol.  XXXIX.,  pp.  488-502;  also  pp.  787-801. 
Otis  Tufton  Mason,  Origins  of  Invention,  pp.  41,  42,  43,  241. 
New  York:  Charles  Scribner's  Sons. 

Lesson  XII.  Perhaps  we  shall  never  know  with  certainty  what 
stage  the  early  cave-men  had  attained  in  the  development  of  the 
family.  For  the  purposes  of  this  book  however,  it  has  seemed 
legitimate  to  supply  the  deficiency  from  what  is  known  of  the 
laws  of  social  development.  Enough  will  be  accomplished  in  this 
subject  if  the  child  gets  the  idea  that  the  family  has  not  always 
been  what  it  is  to-day,  and  that  the  need  of  cooperation  in  hunting, 
in  guarding  the  fire,  and  in  protecting  the  clan  from  the  raids  of 
wild  beasts,  compelled  people  who  would  prosper  to  associate  in 
this  way. 

References  :     Morgan,   Ancient  Society,  pp.  383-508. 

Katharine  E.  Dopp,  The  Tree-Dwellers, pp.  28-30, 9 9- 101,150, 156. 

Lesson  XIII.  Since  the  winter  life  of  the  cave-men  is  depicted 
much  more  fully  in  the  following  number  of  the  series,  it  has  seemed 


174  The  Early  Cave-men 

best  to  pass  it  briefly  at  this  time.  If  the  child  is  encouraged  to 
tell  stories  of  what  he  thinks  happened  during  the  winter,  enough 
will  be  accomplished  in  this  subject.  By  writing  the  story  as  the 
child  tells  it,  and  allowing  him  to  make  corrections  in  it  as  it  is  read 
to  him,  he  is  able  to  produce  a  much  better  story  than  when  he  is 
obliged  to  write  it.  As  he  gets  control  of  his  hands,  however,  he 
may  be  asked  to  write  short  stories. 

Lesson  XIV.  Undoubtedly  the  child  who  lives  near  birch  trees 
is  acquainted  with  them,  for  the  birch  is  a  tree  that  offers  many 
attractions  to  the  child.  This  lesson  should  extend  and  enrich 
these  experiences  by  relating  them  to  the  serious  activities  of 
people  in  early  stages  of  culture. 

Where  the  child  has  the  opportunity  to  see  birch  trees,  but  is 
denied  the  privilege  of  removing  the  bark,  help  him  to  see  why  it 
is  necessary  to  take  that  privilege  from  him  and,  if  possible,  provide 
him  with  birch  bark  that  can  be  purchased  from  dealers  in  such 
materials. 

Even  though  birch  trees  are  plentiful  enough  to  permit  the 
removal  of  the  bark  by  the  child,  he  should  be  taught  to  do  it  care- 
fully and  to  take  only  what  he  needs  to  use.  The  same  habit  should 
be  cultivated  with  reference  to  plants  of  all  kinds.  In  this  way  the 
exercise  of  blind  instinct,  which  in  our  present  environment  results 
in  destructive  habits,  may  be  so  directed  as  to  form  a  social  habit 
of  wise  economy  in  the  use  of  natural  resources. 

A  visit  to  a  museum  will  suggest  many  uses  for  birch  bark. 
Where  such  a  visit  is  impracticable,  well -selected  pictures  may  serve 
the  same  purpose. 

Instead  of  furnishing  the  child  with  a  pattern  of  a  basket,  let 
him  make  one,  first,  by  the  use  of  paper  and,  later,  with  the  birch 
bark.  Encourage  him  to  make  such  corrections  as  need  to  be  made 
in  the  pattern  before  cutting  the  bark. 

Where  birch  trees  do  not  grow,  it  will  be  best  to  substitute  for 


Suggestions  to  Teachers  175 

the  study  of  the  birch  a  study  of  some  other  tree  whose  bark  or 
branches  yield  materials  for  basketry.  In  prairie  regions  a  study 
of  native  grasses  may  precede  this  lesson,  which  may  be  read  and 
appreciated  to  some  extent,  though  not  in  the  way  it  will  be  where 
the  child  is  familiar  with  the  birch  tree. 

References:  Longfellow,  Hiawatha.  Lowell,  The  Birch  Tree. 
Katharine  E.  Dopp,  The  Place  of  Industries  in  Elementary  Educa- 
tion, pp.  64-67,  121-127.  The  Tree -Dwellers,  Basketry,  pp.  138-139. 
(See  articles  in  encyclopedias  and  natural  histories  on  the  birch.) 

Lesson  XV.  If  you  have  never  seen  a  river  in  the  time  of  a 
flood,  prepare  for  this  lesson  by  talking  with  some  one  who  has,  by 
studying  rivers  and  floods,  and  pictures  of  the  same,  and  by  making 
use  of  experiences  that  may  be  gained  everywhere  during  and  after 
a  heavy  rain.  Model  the  upper  part  of  a  river  valley,  showing  the 
river  with  its  tributary  streams  and  ravines.  Show  the  high  rocky 
banks  where  the  river  is  narrow  and  the  low  banks  where  the  stream 
is  wider.  Determine  at  what  place  in  the  river  a  dam  would  be  apt 
to  be  formed  during  the  melting  of  the  snow  in  the  springtime,  and 
what  parts  of  the  valley  would  be  flooded  first.  Then  get  a  clear 
idea  of  the  way  that  the  flood  that  is  referred  to  in  this  lesson  took 
place  by  modeling  an  underground  channel  that  connects  with  the 
river  on  the  one  hand  and  with  the  outer  world  on  the  other.  Such 
an  underground  channel,  when  dry,  is  a  cave  of  the  type  that  is 
referred  to  in  this  book.  Nearly  all  of  the  bone  caves  in  England 
where  the  remains  of  the  cave-men  have  been  found  are  of  this 
type.  The  ravines  that  are  found  in  limestone  regions  are  r.egarded 
by  Mr.  Boyd  Dawkins,  who  has  made  a  special  study  of  the  subject, 
as  caves  that  have  lost  their  roofs,  and  the  valleys  as  ravines  whose 
sides  have  become  worn  by  the  process  of  weathering. 

By  the  use  of  concrete  methods  you  can  help  the  child  to  under- 
stand these  facts  very  well.  He  can  understand,  too,  that  "the 
dark  narrow  passage"  referred  to  in  the  lesson  was  a  narrow  part 


176  The  Early  Cave-men 

of  the  underground  channel  that  led  to  the  river,  and  that  when  the 
water  in  the  river  rose  to  the  level  of  this  passage,  water  would 
begin  to  pour  into  the  cave.  (See  Field  Lessons,  p.  165.) 

Lesson  XVI.  This  lesson  shows  the  cave-man's  need  of  fire, 
and  the  need  of  cooperative  effort  in  withstanding  the  devasta- 
tion produced  by  the  flood. 

Lesson  XVII.  The  council  undoubtedly  originated  in  a  common 
need  and  was  devoted  to  devising  ways  of  meeting  that  need.  In 
the  council  portrayed  in  this  lesson,  the  old  man,  because  of  his 
experience  and  wisdom,  gains  the  ear  of  the  people,  and  for  the  time 
is  their  leader.  In  the  time  of  combat  with  a  wild  beast,  however, 
Strongarm  leads. 

Treat  the  subject  of  this  lesson  in  such  a  way  as  to  enable  the 
child  to  sympathize  with  the  cave-men  in  their  distress,  and,  in  a 
dramatic  way,  to  unite  with  them  in  overcoming  their  difficulties. 
In  playing  the  council,  let  the  children  decide  who  shall  take  the 
most  important  parts,  and  let  each  test  his  fitness  for  taking  the 
part  by  showing  what  he  can  do.  Perhaps  the  best  results  will 
come  from  this  if  the  children  hold  the  council  during  hours  of  play. 

Most  children  who  are  old  enough  to  go  to  school  know  some- 
thing of  volcanic  fires  and  fires  that  are  caused  by  lightning.  They 
know  the  use  of  oil  in  lamps  and  from  this  can  be  led  to  consider 
natural  oil  wells.  The  old  man  has  heard  of  the  fire  country,  and 
it  is  natural  that  he  should  look  to  that  country  for  the  much  needed 
fire.  This  use  of  what  Nature  provides  before  learning  to  invent 
artificial  processes  is  typical  of  man's  method  of  advance. 

Lesson  XVIII.  Give  the  child  an  appreciation  of  the  difficulties 
to  be  met  on  the  journey  to  the  fire  country.  Use  the  map  to  deter- 
mine the  relative  location  of  the  fire  clan 's  cave  and  the  fire  country, 
and  let  the  child  show  what  difficulties  he  thinks  the  men  will  meet 
with  and  where  they  will  meet  with  them  by  modeling  the  place 
mentioned  in  the  sand  box.  When  the  main  features  are  thus 


Suggestions  to  Teachers  177 

mapped  out,  let  the  children  indicate  the  easiest  route,  the  location 
of  trails,  the  mountain  passes,  and  the  places  where  the  most 
dangerous  wild  animals  would  be  apt  to  be.  Point  out  the  moun- 
tains that  prevent  the  moisture  of  the  wooded  hills  from  passing 
over  to  the  dry,  rocky  country. 

When  the  difficulties  of  the  way  are  well  in  mind  the  children  may 
hold  a  council  to  decide  what  to  do  to  help  the  men  get  ready 
for  the  journey.  After  deciding  what  is  needed  let  them  make  the 
articles  and  dramatize  such  parts  of  the  life  at  the  cave  as  they 
may  choose  to  do.  (See  map,  the  frontispiece.) 

Lesson  XIX.  The  reference  to  Sharptooth  and  Bodo  made  in 
this  lesson  will  be  understood  by  the  child  who  has  read  The  Tree- 
Dwellers.  The  explanations  given  under  Lesson  I.  will  be  sufficient 
for  the  child  who  has  not  read  the  book. 

It  is  probable  that  the  sequence  of  utensils  for  carrying  water 
differs  with  the  locality.  It  is  likely  that  the  cave-men  made  use 
of  the  cleansed  stomachs  of  large  animals  they  had  slain  for  carry- 
ing water  before  they  invented  the  skin  water  bag.  It  was  not 
thought  necessary  to  include  that  at  this  time,  for  the  purpose  is  not 
so  much  to  develop  a  complete  sequence  as  it  is  to  present  a  vivid 
picture  of  the  way  people  made  use  of  the  natural  resources  at  hand 
in  supplying  their  needs.  The  child  will  derive  much  pleasure  and 
profit  from  a  careful  study  of  the  natural  forms  in  his  environment 
which  he  can  use  for  carrying  water. 

References:  Katharine  E.  Dopp,  The  Place  of  Industries  in 
Elementary  Education,  pp.  123-124.  The  Tree-Dwellers,  pp.  43-46, 
89-101.  Otis  Tufton  Mason,  Origins  of  Invention,  p.  157. 
Smithsonian  Report,  1894,  p.  429. 

Lesson  XX.  As  long  as  the  cave-men  had  fire  they  had  no 
need  of  a  door  to  the  cave.  Never  having  seen  doors,  it  is  not 
strange  that  the  idea  of  making  one  did  not  come  until  it  was  forced 
upon  them.  When  the  cave  was  not  protected  by  a  fire  or  by  a 


12 


178  The  Early  Cave-men 

wicker-work  door,  man  had  constantly  to  dispute^  his  possession 
with  the  wild  beasts. 

Lesson  XXI.  Although  this  lesson  affords  the  opportunity  to 
review  the  subject  of  natural  fires,  the  main  interest  centers  in  the 
dramatic  action.  The  contrast  between  the  appearance  of  Sharp- 
eyes  now  and  when  he  set  out  on  the  journey  will  serve  to  emphasize 
the  difficulties  encountered.  There  is  an  opportunity  here  for  a 
pantomimic  representation  of  the  return  of  Sharpeyes. 

Lessons  XXII.  and  XXIII.  These  lessons  serve  to  satisfy  the 
child  regarding  the  details  of  the  journey  which  they  have  been 
forecasting  for  several  days.  (See  Lesson  XVIII.,  p.  87.) 

If  the  child  does  not  know  what  punk  is,  tell  him  that  it  is 
decayed  wood  which,  when  lighted,  holds  fire  for  a  long  time  without 
making  a  blaze.  For  that  reason  it  was  much  valued  as  a  means 
of  preserving  fire,  and  for  tinder.  Help  the  child  to  find  punk  in 
natural  woods  or  along  the  shores  of  a  lake  or  stream. 

Lesson  XXV.  If  the  cave-men  had  not  succeeded  in  getting 
fire,  their  social  organization  in  the  form  of  a  clan  would  have 
broken  up.  Strongarm,  realizing  this  and  the  immense  advantage 
of  living  in  clans,  exerted  himself  to  the  utmost  to  get  fire — the  only 
means  that  he  knew  of  for  maintaining  community  life.  The  fact 
that  he  withheld  part  of  the  knowledge  of  the  way  he  secured  it  is 
typical  of  the  methods  adopted  by  leaders  from  time  immemorial  of 
gaining  ascendency  over  the  masses.  It  is  not  the  purpose  at  this 
time  to  condemn  or  to  justify  the  act.  That  it  resulted  in  securing 
peace  and  order  within  the  clan  is  the  point  to  be  emphasized. 

It  is  not  known  whether  the  cave-men  invented  the  method  of 
making  fire  by  drilling  before  that  of  striking  iron  pyrites  with 
flint.  It  is  probable  that  both  methods  were  invented  at  about 
the  same  time,  the  former  in  connection  with  the  use  of  drills  for 
boring,  and  the  latter  in  connection  with  the  manufacture  of  stone 
implements. 


Suggestions  to  Teachers  179 

Since  the  sticks  for  making  an  effective  fire  drill  should  be 
chosen  with  care  and  dried  thoroughly,  the  child  should  select 
them  at  this  time,  although  he  may  not  use  them  until  he  studies 
Lesson  XXXIV. 

Lesson  XXVI.  The  thanksgiving  of  the  cave-men  may  well 
be  used  to  give  new  meaning  to  our  own  thanksgiving  festivals. 
The  practice  of  giving  food  to  the  fire  arose  from  the  belief  that  it 
was  alive.  This  belief  and  the  worship  of  the  fire  is  readily  under- 
stood when  it  is  remembered  that  fire  was  man's  greatest  blessing 
at  this  time. 

Lesson  XXVII.  If  there  are  spruce  trees  in  the  vicinity,  carry 
out  the  suggestions  given  in  this  lesson.  If  not,  select  some  other 
tree  or  shrub  that  has  tough  flexible  branches  and  make  use  of  that 
instead.  Encourage  the  child  to  make  a  basket  of  branches  whose 
bark  has  not  been  removed,  and  then  to  peel  enough  twigs  for  a 
basket,  using  his  teeth,  finger  nails,  or  other  natural  tools  in  doing 
the  work.  Be  sure  that  he  notices  the  difference  in  flexibility 
between  dry  twigs  and  those  that  have  been  soaked  in  water. 

Lesson  XXVIII.  Let  the  child  make  such  splints  as  he  can 
without  the  aid  of  tools,  or  with  such  tools  as  he  invents  without 
suggestions  from  any  person.  Notice  the  rhythmical  devices  that 
are  used  by  children  when  engaged  in  any  kind  of  work. 

Lesson  XXIX.  If  the  child  has  made  splints  and  has  already 
tried  to  weave  them  into  baskets,  he  will  readily  see  that  the  women 
got  a  variety  in  their  weaving  through  the  use  of  splints  of  different 
width.  He  may  find  it  to  his  advantage  to  sort  his  splints,  putting 
those  of  the  same  width  together.  The  relation  of  the  different 
styles  of  weaving  to  the  need  which  caused  them  to  be  invented 
should  be  emphasized.  Economy  of  time  and  material  led  prim- 
itive people  to  use  the  open  style  of  interlacing  for  baskets  intended 
for  carrying  coarse  materials.  The  close  work  was  better  adapted 
for  baskets  used  in  carrying  berries.  The  impacted  work  was  used 


180  The  Early  Cave-men 

for  baskets  for  carrying  or  for  holding  water.  The  child  should 
be  encouraged  to  use  such  a  mode  of  weaving  as  is  best  adapted 
to  the  use  to  which  he  wishes  to  put  the  basket.  The  making  of 
a  water-tight  basket  involves  more  skill  than  the  child  has  attained. 
He  can  understand,  however,  how  such  a  basket  was  made,  and  the 
importance  of  the  invention. 

Lesson  XXX.  There  are  enough  suggestions  in  this  lesson  to 
occupy  the  child  for  several  days.  Encourage  him  to  experiment 
in  natural  methods  of  dyeing  straw,  grasses,  reeds,  and  splints,  by 
burying  them  in  mud  or  in  mud  mixed  with  charcoal,  by  soaking 
them  and  exposing  them  to  the  warm  sunshine,  or  by  covering  them 
in  leaf  mold.  Let  him  test  the  natural  materials  in  his  environ- 
ment that  will  yield  color  and  invent  ways  of  extracting  it.  If 
red  chalk,  ochre,  hematite,  or  other  mineral  matter  that  may  be  used 
as  a  paint  is  found  in  its  native  state  in  the  vicinity,  let  the  child 
procure  a  small  quantity  and  grind  it  to  a  fine  powder.  When 
mixed  with  water  or  with  a  fatty  substance,  it  is  ready  to  be  used. 
The  child  may  use  it  in  decorating  basketry,  pottery,  or  some  article 
that  he  may  wish  to  have  in  his  playhouse.  If  the  child  can  see 
the  paintings  of  primitive  people,  or  illustrations  of  the  same,  it 
will  serve  to  stimulate  him  to  express  his  own  ideas. 

References:  Report  of  the  Bureau  of  Ethnology,  1884-5,  PP-  2I&~ 
217.  Alice  Morse  Earle,  Child  Life  in  Colonial  Days,  p.  398.  New 
York:  The  Macmillan  Company.  Otis  Tufton  Mason,  Origins  of 
Invention,  pp.  226,  255.  New  York:  Charles  Scribner's  Sons. 

Lesson  XXXI.  Most  of  the  primitive  methods  of  carrying  have 
survived  to  the  present  day  and  may  be  seen  if  one  will  take  the 
trouble  to  look  for  them.  The  cave-men  carried  the  smaller  animals 
that  they  killed  on  their  backs.  The  larger  ones  were  too  heavy 
to  be  carried  in  this  way,  and  so  the  custom  arose  of  dividing  the 
carcass.  The  most  desirable  portions  were  cut  out  and  carried 
home,  while  the  remainder  wac  left  for  the  wolves  and  hyenas. 


Suggestions  to  Teachers  181 

Encourage  the  child  to  make  a  carrying  strap  that  he  can  use  in 
carrying  his  books  or  other  objects. 

References:  Otis  Tufton  Mason,  Origins  of  Invention,  pp. 
325-48.  "Primitive  Travel  and  Transportation,"  Smithsonian 
Report,  1894,  pp.  237-593. 

Lesson  XXXII.  Until  man  had  gained  a  mastery  of  the  more 
dangerous  animals,  it  is  not  likely  that  he  hunted  the  mammoth. 
The  cave-man  must  have  longed,  however,  to  capture  one  of  these 
powerful  beasts,  and  it  is  very  probable  that  he  would  be  quick 
to  take  advantage  of  a  situation  that  offered  him  the  opportunity 
for  so  doing.  This  lesson  portrays  such  a  situation. 

The  use  of  the  bone  whistle  referred  to  is  typical  of  the  first  use 
of  musical  instruments.  The  origin  of  the  bone  whistle  was  doubt- 
less associated  with  the  habit  of  sucking  bones.  Let  the  child 
experiment  with  whistles  so  as  to  discover  ways  of  producing  tones 
of  different  pitch. 

Lesson  XXXIII.  The  capture  of  such  a  large  animal  as  the 
mammoth  was  the  occasion  for  calling  all  of  the  people  who  were 
represented  in  the  capture  of  it  to  the  spot  for  a  feast.  The  tusks 
at  this  time  were  prized  as  trophies;  later  they  were  used  in  the 
manufacture  of  tools  and  weapons.  The  examination  of  a  mam- 
moth 's  skeleton  will  convince  one  that  the  tusks  were  not  removed 
without  many  hard  blows.  An  idea  of  the  size  of  the  head  may  be 
gained  from  the  fact  that  a  single  tooth  weighed  seventeen  pounds. 
This  fact  will  mean  little  to  the  child  until  he  tries  to  lift  an  object 
of  nearly  that  weight. 

The  skin  of  the  mammoth  was  so  heavy  that  ten  men  could 
carry  it  with  difficulty.  It  was  a  dark  gray  color,  covered  with 
three  coats.  The  inner  coat  was  a  soft  reddish  wool  about  five 
inches  long,  which  protected  it  from  the  cold.  The  second  coat 
was  a  close-set,  tolerably  fine,  fawn-colored  hair.  The  third  or 
outermost  coat  was  long,  black,  bristle-like  hair  which  protected 


182  The  Early  Cave-men 

it  from  sharp  branches  of  trees  and  from  heavy  blows.  This 
long  coarse  hair  gave  the  mammoth  a  more  formidable  aspect 
than  he  otherwise  would  have  had. 

References:  Katharine  E.  Dopp,  The  Tree-Dwellers,  pp.  143-144. 
Chicago:  Rand,  McNally  &  Co. 

Lesson  XXXIV.  While  the  child  is  studying  the  habits  of  the 
cave-men  in  respect  to  the  use  of  fire,  train  him  to  be  careful  in  the 
use  of  it. 

After  making  a  fire  drill  the  child  may  try  to  make  fire  with  it, 
but  he  should  not  be  discouraged  if  he  fails  at  first.  The  process 
is  a  difficult  one  and  it  requires  great  care.  An  old  fire  drill  works 
best  because  the  wood  becomes  charred  and  it  is  easier  to  keep  a 
charred  drill  dry.  In  working  any  drill,  care  must  be  taken  to 
keep  up  a  steady  and  rapid  motion  with  a  downward  pressure. 
The  wood  meal  which  is  ground  from  the  hearth  by  the  drill  must 
be  allowed  to  collect  in  a  little  heap  near  which  dry  tinder  is  placed. 
It  must  be  protected  from  strong  drafts,  but  it  may  be  fanned  gently 
with  the  hand.  As  the  spindle  becomes  warm  from  twirling,  the 
wood  meal  becomes  warm,  then  it  begins  to  smoke,  and  at  last 
it  is  fanned  into  a  flame. 

The  illustration  on  page  183  is  a  reproduction  from  a  photo- 
graph taken  in  1899  of  two  third-grade  boys  of  the  State  Normal 
School,  Oshkosh,  Wisconsin,  who  are  using  a  fire  drill.  The  class 
succeeded  in  getting  fire  with  this  drill  which  was  made  by  one  of 
the  boys. 

References:  Walter  Hough,  "Fire-Making  Apparatus  in  the 
U.  S.  National  Museum,"  Smithsonian  Report,  1888,  pp.  531-587, 
"The  Methods  of  Fire-Making,"  Smithsonian  Report,  1890,  pp.  395- 
409.  Otis  Tufton  Mason,  Origins  of  Invention,  pp.  84-120. 
Scribner. 

Lesson  XXXV.  Since  the  invention  of  the  printing-press  and 
the  dissemination  of  printed  matter,  there  has  been  a  tendency  to 


Suggestions  to  Teachers 


183 


overrate  the  importance  of  the  printed  page,  and  to  ignore  other 
more  fundamental  sources  of  knowledge.  The  purpose  of  this 
lesson  is  partly  to  call  attention  to  other  ways  of  learning  than  by 
means  of  books,  and  partly  to  tell  the  child  frankly  what  the  sources 
are  which  have  been  drawn  upon  for  the  stories  that  are  written  in 
this  book.  To  be  sure  he  will  not  comprehend  all  that  is  meant 
by  it,  but  the  difference  between  what  he  can  understand  and  what 
the  adult  understands  is  not  so  great  as  is  often  imagined.  If 
fossil  plants  and  animals  are  available,  show  them  to  the  child  and 
tell  him  what  you  know  or  can  find  out  about  them.  If  the  child 
leaves  the  book  with  many  unsettled  problems,  his  condition  is 
much  more  hopeful  than  if  he  thinks  he  has  mastered  the  entire 
book. 


How  two  boys  made  fire  with  a  fire  drill 


3nbu3tnal  anb  Social  Jltstorp 

By  KATHARINE  ELIZABETH  DOPP,  Ph.  D. 

Lecturer  in  Education  in  the  Extension  Division  of  the  University  of  Chicago.     Author  of 
"The  Place  of  Industries  in  Elementary  Education." 

WHAT  THE  BOOKS  ARE 

Book  I.     THE  TREE-DWELLERS.     THE  AGE  OF  FEAR. 

Illustrated  with  a  map,  15  full-page  and  46  text  drawings  in  half-tone  by  Howard  V.  Brown.     Cloth, 

square  izmo,  158  pages;  45  cents.     For  the  primary  grades. 

n^HIS  volume  makes  clear  to  the  child  how  people  lived  before  they  had  fire,  how  and  why  they  conquered 
•*•  it,  and  the  changes  wrought  in  society  by  its  use.  The  simple  activities  of  gathering  food,  of  weaving, 
building,  taming  fire,  making  use  of  stones  for  tools  and  weapons,  wearing  trophies,  and  securing  coopera- 
tive action  by  means  of  rhythmic  dances,  are  here  shown  to  be  the  simple  forms  of  processes  which  still 
minister  to  our  daily  needs. 

Book  II.     THE    EARLY  CAVE-MEN.      THE  AGE  OF  COMBAT. 

Illustrated  with  a  map,  17  full-page  and  68  text  drawings  in  half-tone  by  Howard  V.  Brown.     Cloth, 
square  I2m.o,  183  pages;  45  cents.     For  the  primary  grades. 

IN  this  volume  the  child  is  helped  to  realize  that  it  is  necessary  not  only  to  know  how  to  use  fire,  but  to 
know  how  to  make  it.  Protection  from  the  cold  winters,  which  characterize  the  age  described,  is  sought 
first  in  caves;  but  fire  is  a  necessity  in  defending  the  caves.  The  serious  condition  to  which  the  cave-men 
are  reduced  by  the  loss  of  fire  during  a  flood  is  shown  to  be  the  motive  which  prompts  them  to  hold  a 
council;  to  send  men  to  the  fire  country;  to  make  improvements  in  clothing,  in  devices  for  carrying,  and  in 
tools  and  weapons;  and,  finally,  to  the  discovery  of  how  to  make  fire. 

Book  III.    THE  LATER  CAVE-MEN.      THE  AGE  OF  THE  CHASE. 

Illustrated  with  27  full-page  and  87  text  drawings  in  half-tone  by  Howard  V .  Brown.     Cloth,  square 

i2mo,  iQ7  pages;  45  cents.     For  the  intermediate  grades. 

TTERE  is  portrayed  the  influence  of  man's  presence  upon  wild  animals.  Man's  fear,  which  with  the  con- 
••••*-  quest  of  fire  gave  way  to  courage,  has  resulted  in  his  mastery  of  many  mechanical  appliances  and  in 
the  development  of  social  cooperation,  which  so  increases  his  power  as  to  rnaks  him  an  object  of  fear  to  the 
wild  animals.  Since  the  wild  animals  now  try  to  escape  from  man's  presence,  there  is  a  greater  demand 
made  upon  man's  ingenuity  than  ever  before  in  supplying  his  daily  food.  The  way  in  which  man's  cun- 
ning finds  .expression  in  traps,  pitfalls,  and  in  throwing  devices,  and  finally  in  a  remarkable  manifestation  of 
art,  is  made  evident  in  these  pages. 

Book  IV.    THE    EARLY   SEA    PEOPLE.       FIRST   STEPS   IN   THE 
CONQUEST  OF  THE  WATERS. 

Illustrated   with   21  full-page   and  no  text  drawings  in  half-tone  by  Howard  V.  Brown  and  Kyohei 
Inukai.     Cloth,  square  i2mo,  224  pages;  jo  cents.     For  the  intermediate  grades. 

'"PHE  life  of  fishing  people  upon  the  seashore  presents  a  pleasing  contrast  to  the  life  of  the  hunters  on  the 
•*•  wooded  hills  depicted  in  the  previous  volumes.  The  resources  of  the  natural  environment;  the  early 
steps  in  the  evolution  of  the  various  modes  of  catching  fish,  of  manufacturing  fishing  tackle,  boats,  and 
other  necessary  appliances;  the  invention  of  devices  for  capturing  birds;  the  domestication  of  the  dog  and 
the  consequent  changes  in  methods  of  hunting;  and  the  social  cooperation  involved  in  manufacturing  and  in 
expeditions  on  the  deep  seas,  are  subjects  included  in  this  volume. 

Other  volumes,  dealing  with  the  early  development  of  pastoral  and  agricultural  life,  the 
age  of  metals,  travel,  trade,  and  transportation,  will  follow. 

Write  us  for  detailed  information  regarding  these  books  and  a  complete  list  of  our 
up-to-date  publications 

RAND  McNALLY  &  COMPANY 

EDUCATIONAL    PUBLISHERS 

CHICAGO  NEW  YORK  LONDON 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


